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Book _ lH '•V _ 

Copyright N° __. 


COPYRIGHT DICPOam 










®Ije gHringbott Religious education tEextS 

Jlabili (0. ©otonep, General <£bitor 

WEEK-DAY SCHOOL SERIES GEORGE HERBERT BETTS, Editor 


A TRAVEL BOOK 
FOR JUNIORS 

TEACHER’S MANUAL 


By 

HELEN PATTEN HANSON 

11 




Vkf. ABl lasbOD "press 



THE ABINGDON PRESS 

NEW YORK CINCINNATI 














Copyright, 1923, by 
HELEN PATTEN HANSON 


All rights reserved, including that of translation into foreign 
languages, including the Scandinavian 



Printed in the United States of America 

FES 18 *24 


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CONTENTS 

PAGE 

A Talk with the Teacher. 5 

Introductory Lesson. 15 

CHAPTER 

I. Preparing eor a Journey. 21 

II. A Week on an Ocean Liner. 24 

III. In the Largest City in the World. 26 

IV. A Letter About the Bible. 29 

V. Almost to the Holy Land. 32 

VI. A Reunion at Jaffa. 36 

VII. On the Way to Jerusalem. 38 

VIII. A Walk on a City Wall. 41 

IX. Where Abraham Lived. 44 

X. On Joseph’s Trail. 47 

XI. Where the Israelites Became 

Slaves. 50 

XII. Strange Sights in Old Egypt. 53 

XIII. Three Hours or Forty Years. ... 56 

XIV. Two Strange Swimming Places... 59 

XV. Tent Dwellers. 62 

XVI. The Home of Saul. 64 

XVII. Where Ruth Gleaned in the 

Fields. 67 

XVIII. Where a Shepherd Boy Was 

Anointed King. 70 

XIX. A Wonderful Rock. 73 

XX. The Country of the Samaritans. . 76 

XXI. A Little Group of Faithful 

People. 79 





















CONTENTS 


PAGE 

XXII. Speakers for God. 81 

XXIII. Christmas in Bethlehem . 84 

XXIV. Where the Boy Jesus Lived. 87 

XXV. “Come, Follow Me”. 90 

XXVI. A Mountain Where Jesus Taught. 93 
XXVII. Where a Boy’s Lunch Fed 

Thousands. 95 

XXVIII. The Triumphal Procession. 98 

XXIX. Two Sacred Memorials. 101 

XXX. The Way of the Cross. ... 104 

XXXI. Easter in Jerusalem. 108 

XXXII. The End of the Trip . 112 


4 












INTRODUCTION 


A TALK WITH THE TEACHER 

It has become an accepted fact in the field of 
religious education, as in that of so-called secular 
education, that teaching, to be effective, must be 
child-centered. Subject matter is but a medium 
through which those truths which mold character 
and shape right conduct are made apparent; and 
the technique of teaching is merely the means by 
which these truths are carried over effectively into 
life. The real objective is found in the life of the 
child itself, in the development of those attitudes, 
appreciations, ideals, and aspirations, which one 
may hope to see evolve at a given stage of growth 
under rightful conditions of cultivation. Both the 
nature of the subject matter and the methods of 
teaching are conditioned on the needs and capacities 
of the particular age for which they are designed, 
and the intelligent use of them by the teacher 
requires a thorough understanding of the charac¬ 
teristics, interests, and potentialities of the group 
to be taught. 

The aim of the course. —The Travel Book for 
Juniors is written primarily for boys and girls of 
approximately ten years of age. The lessons are 
shaped with a view to providing in a form accept¬ 
able to pupils of this age a bulk of knowledge of 
the Bible and Bible lands, and at the same time 
presenting in heroic form ideals of life and conduct 
which shall capture the interest and imagination 

5 


A TRAVEL BOOK FOR JUNIORS 


and thus serve to lay down a few concrete rules 
of living, to cultivate or reenforce desirable habits, 
and to encourage conduct of a Christianly social 
character. 

The pupil .—It may assist in the interpretation 
of the course to review a few of the characteristics 
of the pupil to be taught, showing the adaptation 
of the lesson material to the needs presented by 
these characteristics. 

Physical strength. —First of all, this eleventh 
year is a time of abounding vitality and energy. 
Body and mind are in constant activity. A fine 
degree of adjustment between the parts of the 
body has been reached, and mind and muscle are 
quickly responsive to stimulus. The child has 
outgrown the easy fatigue and susceptibility to 
disease of previous years and has not yet entered 
the beginnings of physical change which drain the 
energies in later years. In a word, this is normally 
the most promising of all the years of childhood 
from the standpoint of physical powers. 

Mental powers. —Physical robustness and endur¬ 
ance go hand in hand with mental alertness. The 
quickness of the mind of the normal ten-year-old 
boy or girl frequently startles the teacher. “They 
can think of more things to do in a minute than 
I can in half a day,” protested one bewildered 
teacher of a junior class of boys. It requires a 
keen, alert, resourceful teacher to supply these 
young juniors with sufficient occupation for their 
brains and hands. 

The great propensity of this early junior for 
research is well known. His large appetite for 

6 


TEACHER’S MANUAL 


knowledge of all kinds leads him in every direc¬ 
tion. He collects facts, unrelated or related, much 
as he collects the varied contents of his pockets. 
And he desires, not that which is fictitious and 
fanciful, but what is real and tangible. In fol¬ 
lowing Dick’s travels in Bible lands this hunger 
is in a measure appeased by material rich in fact 
information and abundantly suggestive as to where 
more may be found. The “Things to Find Out” 
at the close of each chapter are designed to satisfy 
his spirit of investigation. He is also expected to 
seek out his own illustrative material for each lesson, 
although in a few of the later lessons certain pic¬ 
tures, mostly masters of art depicting the life of 
Christ, are to be supplied to him for his notebook. 
His tendency to collect not only information but 
material objects as well, is met with the suggestion 
to assemble, during his travels with Dick, stamps, 
postcards, clippings, pictures, natural history ob¬ 
jects, curios, or whatever else may appeal to his 
acquisitive instinct. 

But in his quest for knowledge he seeks not only 
facts, but experience. The zest of life for him lies 
in adventure. Tests of strength and feats of dar¬ 
ing and courage are his joy. All that is novel, 
curious, and unusual catches his attention. He 
seeks adventure for himself, and his favorite stories 
are full of it, his favorite heroes are men of mar¬ 
velous deeds and strange experiences. The entire 
course of “Travels” may be made a series of adven¬ 
tures for him by following out the project of a 
personally conducted tour as outlined in the 
Introductory Lesson. 

This junior finds another contact with reality 

7 


A TRAVEL BOOK FOR JUNIORS 


by working with materials. Handwork brings him 
also the satisfaction of achievement and the sense 
of personal power through creativeness. His hands 
are always ready to undertake new and interesting 
forms of constructive work. The “journal,” with 
its provision for writing, pasting, drawing, and 
map-work, supplies the main form of handwork for 
the course, but there are limitless other possibilities 
throughout the series in case more than an hour 
can be given to each lesson. The making of clay 
relief maps and models of houses, household and 
field implements, dolls dressed in the costumes of 
the country, etc., will be found of interest. Simple 
service activities are suggested in connection with 
certain lessons. These could well be elaborated 
into fascinating plans for the constructing of toys, 
pasting scrapbooks, dressing dolls, writing “picture 
letters” (using tiny pictures from advertisements 
in place of nouns), sewing surprise bags, making 
valentines or May baskets, and any other welcome 
gifts for those who especially need to be cheered 
and made happy. 

The habits of a life time are being given their 
permanent set in the junior years. It is hoped 
that these lessons may be used to foster especially 
the desirable habits of religious devotion, such as 
regular Bible reading, private prayer, support of 
the church, and participation in its services. These 
religious practices are particularly dwelt upon in 
certain lessons, but they should receive emphasis 
throughout the course. 

As is well known, this is the period when retentive 
memory is strong, and when rote memorizing is 
easily done. A group of choice hymns and Bible 

8 


TEACHER’S MANUAL 


verses is assigned for memory work. They will 
all be found at the close of the course written in 
the journals if the latter have been kept accord¬ 
ing to the suggestions given. 

Social limitations. —The child of ten lives in a 
self-centered world. It is not easy for him to be 
unselfish or to adjust himself to the rights of others 
or to appreciate their needs. Through these lessons 
he should become a more social being, with a larger 
sympathy, a more ready appreciation of others, a 
wider vision of the world in which he lives, and 
some understanding of Christian living in terms 
of service. As such lessons are best learned through 
expression, the thought is constantly directed toward 
opportunities to render service in various forms. 
It is highly important that this aspect of the teach¬ 
ing shall be thoroughly emphasized. 

At this age also the child still lives “under 
authority,” recognizing the need for guidance by 
those who have the right to lead him. As he makes 
progress in acquiring the attitude of brotherly 
kindness in his relation to others in the world fam¬ 
ily, he may also be led through these Bible stories 
to see God as the Father of all, holding the supreme 
authority in the direction of human life. The 
enlargement of his world may be both outward 
and upward, so to speak, and all of his social rela¬ 
tionships shot through with a sense of God’s wise 
and loving rule. 

It may be noted here that perhaps one of the 
best ways of gaining a social awareness, an appre¬ 
ciation of the feelings and experiences of others, 
is through dramatization. With his motor ten- 

9 


A TRAVEL BOOK FOR JUNIORS 


dencies and his quest for experience the junior 
is readily responsive to the dramatic. He fairly 
tingles with the desire to “play-act.” And there 
is no more effective method by which the pupil 
may arrive at the inner truth of a story than that 
of living over again its situations through his own 
activity. In several of the lessons simple drama¬ 
tization is suggested. Much more of it could be 
used. A number of scenes could well be worked 
up for a parents’ meeting at the close of the course. 

The foregoing are but a few of the many teaching 
opportunities presented by the vivid, energetic, ka¬ 
leidoscopic life of the junior. How many more there 
are will soon be evident to the wide-awake teacher 
who sets himself whole-heartedly to his task. 

Warning. —There is one danger in the course. 
With the quick response of the child to opportu¬ 
nities for investigating, collecting, working with 
materials, dramatization, etc., the activities in them¬ 
selves may become so absorbing as to entirely 
submerge the spiritual teaching underlying each 
chapter. Study to keep the spiritual aim clearly 
in mind, that it may carry through and be the 
final impression in each lesson, whatever methods 
have been used. 

Also study your group, and if the suggestions 
for lesson development given in the following 
chapters are found to be too complex, or require- 
too much time to be compassed in one hour with 
your pupils, cull from them those which you 
feel are most adapted to the needs and abilities of 
the boys and girls. Groups of juniors vary greatly 
in their capacity for handling such work, due chiefly 

io 


TEACHER’S MANUAL 


to difference in environment and in wealth of social 
contact and experience. 

Equipment. —Each pupil should provide himself 
with a textbook, a good-sized notebook, and pen 
or pencil. There should be available for the class 
paste, scissors, and crayons. Modeling clay, paints, 
colored paper, and other handwork material may 
be provided from time to .time if more than an 
hour is allotted for each session. 

There should be a good wall map of Palestine, 
and one showing the countries bordering on the 
Mediterranean, including Egypt and Arabia. It is 
suggested that an entirely original map of Palestine 
be developed in the notebook, but, if preferred, 
small outline maps may be secured for each pupil 
to be filled in from lesson to lesson. If still a second 
map is desired for coloring, order “Hodges His¬ 
torical Map, No. 4.” 

The following pictures have been listed to be 
ordered in advance, and pasted in the journals 
in connection with certain lessons: 


Chapter 

Picture 

Number 

VII 

Jerusalem (for teacher) 

Wilde 184 192 196 
201 202 203 204 
221 234 291 292 

XIX 

“Christ Among the Doctors,” Hof 



mann 

Brown 92 

XXIII 

Correggio’s “Holy Night” 

or 

Raphael’s “Sistine Madonna” 

B 171 


B 93 

XXIV 

“Nazareth and the Hill Country” 

W 182 

XXVIII 

“Entry into Jerusalem,” Plockhorst B 821 

XXIX 

Leonardo’s “Last Supper” 

B 169 

XXV 

“Ecce Homo,” Ciseri 

B 90 


11 


A TRAVEL BOOK FOR JUNIORS 


The following books will be found helpful by 
the teacher in the study of the pupil and the prep¬ 
aration of the lesson material: 

The Pupil 

Childhood and Character. Hartshorne. 

A Study of the Junior Pupil. Whitley. 
Fundamentals of Child Study. Kirkpatrick. 

The Pupil and the Teacher. Weigle. 

The Child and His Religion. Dawson. 

Child Nature and Child Nurture. St. John. 
Psychology of Childhood. Norsworthy and Whitley. 

Method 

How to Teach Religion. Betts. 

The Pupil and the Teacher. Weigle. 

The Training of Children in Religion. Hodges. 
Junior Method in the Church School. Powell. 

Talks to Teachers. James. 

The Dramatization of Bible Stories. Miller. 

The Bible-Play Workshop. Benton. 

Pageantry and Dramatics in Religious Education. 
Meredith. 

Play and Education. Lee. 

The Use of the Story in Religious Education. 
Eggleston. 

The Missionary Education of Juniors. Hutton. 
Graded Social Service in the Sunday School. Hutchins. 

Lesson Material 

The Historical Geography of the Holy Land. Smith. 
The Land and the Book. Thomson. 

Jerusalem in Bible Times. Paton. 


12 


TEACHER’S MANUAL 


The Peasantry of Palestine. Grant. 

Flowers and Trees of Palestine. Temple. 

A Pilgrim in Palestine. Finley. 

Representative Men of the Bible. Matheson. 
Representative Women of the Bible. Matheson. 
Moral Leaders of Israel. Willett. 

The Prophets of Israel. Willett. 

The Historical Bible. Kent. 

Single-Volume Bible Dictionary. Hastings. 
Dictionary of the Bible (5 volumes). Hastings. 

One-Volume Commentary on the Bible. Peake. 

The Jesus of History. Glover. 

Studies in the Inner Life of Jesus. Gar vie. 

The Life of Christ. Papini. 

The Life of Jesus. Rail. 

The Life of Jesus Christ. Stalker. 

The Ethics of Jesus. King. 

The Teachings of Jesus. Rail. 

History of Rome. Students’ Series. Gibbons. 

The Evolution of the English Bible. Hoare. 

How We Got Our Bible. Smyth. 

Archeology and the Bible. Barton. 

The Bible and the Spade. Peters. 

Guide-Books of London , Palestine and Egypt. 

Bible Plays. Benton. 

Shorter Bible Plays. Benton. 

Hypatia. Kingsley. 

Quo Vadis. Sienkiewicz. 

The teacher. —The secret of ultimate success in 
presenting this course lies in the teacher himself. 
Is he warmly sympathetic with these eager, rest¬ 
less juniors? Has he sufficient of the play spirit 
to enter heartily with them into this adventure 

13 


A TRAVEL BOOK FOR JUNIORS 


of travel? Has he the spiritual earnestness and 
discernment to guide them skillfully to the acquisi¬ 
tion of spiritual values? Has he sufficient conviction 
of the importance of his task, and sufficient modesty 
as to his own equipment for it, to impel him to 
a thorough, prayerful preparation for each lesson? 
When the course is completed, it will be his enthu¬ 
siasms, his ideals, his attitudes—in short, the con¬ 
tagion of his personality—which will most abide 
with the pupils under his care. 

“And for their sakes I sanctify myself, that they 
themselves also may he sanctified in truth” 


t 


14 


INTRODUCTORY LESSON 


The opening period is rich with possibilities for 
the successful working out of the course. It 
requires perhaps more clear and definite planning 
than any other lesson of the series, for it is so 
entirely dependent upon the teacher’s preparation. 
Because so much is involved in the special approach 
to this course an entire period is given to its intro¬ 
duction. 

The teacher should have had the textbook in 
hand for some days in advance in order to read it 
through, to live with it, to become thoroughly 
acquainted with Dick, and eager to introduce him 
and his experiences to the prospective class. He 
will then see, not merely so many pupils to whom 
a textbook is to be taught, but rather a group of 
energetic “Dicks,” ready for travel, exploration, and 
investigation, keen for adventure, eager to project 
themselves into novel experiences, natural actors and 
imitators, and thoroughly responsive to the heroic. 
It is the natural next step for the teacher to see 
himself as the personal conductor of this class of 
juniors on the trip which Dick is taking. 

Aim: The purpose of this lesson is most prac¬ 
tical and concrete; namely, to enlist the interest 
and enthusiasm of the class in a trip to the Holy 
Land; to organize a “personally conducted party”; 
to send the class out intelligently to advertise and 
prepare for their trip, and to enlarge their “party” 
if possible. 


15 


A TRAVEL BOOK FOR JUNIORS 


Points of emphasis: 

The pleasure and benefits of travel. 

The unusual privileges of Dick’s proposed trip to 
Palestine. 

The plan of the course: to share Dick’s journey 
with him. 

Procedure: Open with questions concerning the 
farthest distances members of the class have trav¬ 
eled. Where would they like to travel if given the 
opportunity? Interesting facts may be brought 
out revealing the interests, ambitions, limitations, 
or special advantages of individual members. 

Distribute the textbooks, or if only the teacher’s 
is available, pass it about the class, allowing the 
members to glance through at the illustrations, and 
to ask any questions they desire. Have the books 
closed and proceed to read or tell the story of Dick’s 
last day at school and his preparations for the 
journey. Reserve, however, the mother’s bedtime 
story until the next period. Follow the story with 
a brief sketch of what Dick’s journey is to be, reveal¬ 
ing only sufficient to arouse interest and anticipation. 

Draw from the pupils what each would like to 
see in the Holy Land. If suggestions are not readily 
forthcoming, the teacher may contribute freely, 
calling to mind familiar heroes and incidents of 
this Bible land. Dwell upon the thought of seeing 
the very places where Jesus lived, and grew up as 
a boy, and taught and helped people, until Dick’s 
trip shall stand forth as one of the rarest privileges 
to be accorded to a boy of ten. 

Raise the question as to what a boy like Dick 
could gain from this kind of a trip. Answers like 

16 


TEACHER’S MANUAL 


“knowledge of geography and of the Bible” may 
be expected, but it will take the thoughtful child 
to suggest that Dick will come to know the people 
of the Bible better for having been in their homes. 
However, this last is the final thought to be devel¬ 
oped: that Dick will come to know Joseph and 
David better, and to understand more clearly what 
Jesus said and did because of visiting the places 
where they lived. Lead from this to the idea of 
going with Dick and sharing with him as far as 
possible the experiences of his trip. 

The Project or Plan of the Course 

The thought of following Dick in his journeyings 
may be expanded into a plan for a “personally 
conducted tour of the Holy Land,” the teacher 
as “Conductor,” the text as “guidebook,” and the 
class as the “party” en route. If this plan is 
adopted, steps must be taken immediately to 
organize the party. This organization may be as 
simple or elaborate as the interest, abilities, and 
size of the class seem to justify. No teacher should 
feel it necessary to adopt all of the suggestions 
given, nor to hold rigidly to the lesson outlines 
suggested, although some may find themselves, with 
the help of the class, elaborating the plan of work 
even more. 

The following official responsibilities are sug¬ 
gested for members of the “party”: 

Business Manager: To provide tickets covering 
each stage of the journey, to arrange routes of 
travel, steamer and hotel accommodations, etc. 

Photographer: To collect and bring to class, 

i7 


A TRAVEL BOOK FOR JUNIORS 


with the help of the other members, all possible 
illustrative material; to have charge of distributing, 
or passing around for inspection, such special pic¬ 
tures (Brown, Wilde, etc.) or stereographs (Under¬ 
wood), as the teacher shall provide with certain 
lessons; to be responsible for making up a scrap¬ 
book illustrating the journey if the class contributes 
sufficient material for such a book. It would also 
add greatly to the interest if the photographer 
could take snapshots of the party from time to 
time for entry into the journals—the officers of the 
party, starting out on the trip, an out-of-door 
lesson, a dramatized lesson, etc. 

Geographer: To be custodian of maps, respon¬ 
sible for pointing out routes of travel, locating 
places, and occasionally conducting map drills. 
He shall also cooperate with the teacher in seeing 
that not only the physical features of the country 
but also the ways of life of the people, social cus¬ 
toms, habits of dress, means of subsistence, methods 
of trade, etc., are clearly brought out as given 
from lesson to lesson. 

Dragoman: A native guide for side trips in the 
Holy Land. Such a person provides horses, tents, 
food, and other equipment for camping trips. He 
will have special responsibility in Chapters X, XIV, 
XXIV, XXV, XXVII, but may also be commis¬ 
sioned, if desired, to arrange for some article of 
light refreshment suggested in other chapters, such 
as XVI and XVII. It will add to the interest if 
he can appear at times in native costume (p. 115). 
He need not be chosen at this first lesson, but his 

18 


TEACHER’S MANUAL 


appointment should be kept in mind so that the 
place may be effectively filled later on. 

Advertising Manager: This member of the class 
will have in charge the enlargement of the traveling 
party. He will enlist the cooperation of every 
other member of the class. Posters may be made, 
invitations or “circulars” sent out, and other 
methods employed which their ingenuity shall 
devise. The major part of this activity must be 
immediate, culminating by the third class period 
when the party is really started. However, addi¬ 
tions may still be “picked up” in England, or on the 
steamer to Jaffa. 

If the class is large, each of these officials may 
have assistants. Also individual members may take 
upon themselves particular interests, such as the col¬ 
lection of stamps, of natural history objects, of clip¬ 
pings, and illustrations of manners and customs. 

Journals: It shall be required of each member 
of the party that he keep a notebook record of 
his travels, according to the directions of the “Con¬ 
ductor.” Notebooks of uniform size should be 
purchased by the next session large enough to allow 
for pasting in pictures. A colored picture of a 
steamer will make a good frontispiece. Suggest 
that the pupils write at once to steamer agencies 
for advertising folders. These will furnish steamer 
pictures and other illustrative material appropriate 
for Chapter II. 

Activity: The Plan of the Course, as outlined 
above has already suggested immediate activities 
—boosting the class, securing steamer pictures and 

19 


A TRAVEL BOOK FOR JUNIORS 

folders, preparing the tickers, purchasing the 
“journals.” 

Assign Chapter I and its Finding-Out Questions 
for definite study. The list for Question 2 need not 
be written down until the next class period. Ask in¬ 
dividual pupils to be prepared on Numbers 3 and 4. 


20 




CHAPTER I 


PREPARING FOR A JOURNEY 

The first lesson of the course sets a standard 
for the work of the entire series. If the assign¬ 
ments for this hour have been carefully prepared, 
and the special responsibilities enthusiastically car¬ 
ried out, the example of faithful work will create 
an expectation of equal industry in all the lessons 
to follow. It may be well to follow up with 
reminders or any necessary help those who have 
special duties for this first lesson, in order that 
there may be no failures or disappointments to 
lower the standard. Moreover, it is important in 
establishing habits of thoroughness and honest 
industry, that responsibilities once accepted are 
faithfully carried out. But keep always in mind, 
that responsibilities too difficult for the child 
encourage not only lack of thoroughness but also 
lack of confidence, and result in lessened power. 
Begin at once to study the pupils in order that 
assignments may be wisely made according to their 
capabilities. 

References: For suggestions on teaching read 
James, Talks to Teachers] Horne, The Art of Ques¬ 
tioning] and Betts, How to Teach Religion . For 
study of the pupil see references in the introduction. 
If time for reading is limited, turn first to A Study 
of the Junior Pupil , by Whitley. 


21 


A TRAVEL BOOK FOR JUNIORS 


Aim: To introduce Dick, his family, and the 
circumstances of his going on an extended journey; 
to show that such a special privilege is an oppor¬ 
tunity to share with others; to encourage com¬ 
plete trustworthiness away from home. 

Points of emphasis: 

Dick’s promises to his friends and his family. 

The thoughtful and loving preparation for the trip. 

The sacrifices involved in these preparations. 

The significance of the various gifts. 

The courage of Stanley, and the respect which 
he won. 

God’s watchcare over Daniel. 

Procedure: Review the story in Chapter I as 
far as it was read or told in the preceding period. 
Draw from first one and then another the ways in 
which Dick promised to share his good times with 
his friends, his class, and his family. Ask the class 
to suggest ways in which they could add to the 
happiness of those traveling or obliged to be away 
from home for any reason. They may mention 
train letters, steamer letters, surprise packages, 
Christmas boxes, hospital scrapbooks birthday 
letters to missionaries, etc. Ask also how they 
may share their pleasure when away on vacations 
or other special trips. 

Next, discuss the details of the preparation for 
Dick’s going, answering Question i, considering the 
appropriateness of the various gifts. Make a five- 
minute game of answering Question 2, having the 
class write their lists without previous warning 
or consultation. Take a moment to compare the 


22 


TEACHER’S MANUAL 


lists, then pass on to the climax of the lesson, the 
story of Stanley. This should be told by the teacher. 
Immediately following the telling ask for the story 
of Daniel from the pupil to whom it was assigned. 
After both stories have been told, lead into a com¬ 
parison of the two, developing in particular two 
thoughts: (i) God’s nearness to the one who does 
what he thinks is right wherever he is, and (2) the 
strong type of manhood that grows out of being 
faithful under all circumstances to the best that 
one knows. Suggest that the class underline the 
statement of Dick’s mother (p. 12) as to the real 
test of a boy. 

Activity: Plans for the trip should be discussed. 
New members of the party may be welcomed. 
Tickets, if ready, will be given out, and should be 
kept in an envelope pasted in the back of the text¬ 
book or the journal, ready for each session. Only 
those for the first five travel lessons are necessary 
at this time. Personal equipment for the journey 
may be carefully considered, especially the necessi¬ 
ties for ocean travel. Journals may now be com¬ 
menced with a detailed list of personal baggage, 
and the names of the members of the party. If 
the class is not too large, it will add to the interest 
to have the latter list made up of personal 
signatures. 

Assign the Finding-Out Questions in Chapter II, 
asking the Geographer to be responsible for Ques¬ 
tion 1. Remind the class to gather pictures illus¬ 
trating steamer travel. The Business Manager 
should not fail to have all tickets prepared, and 
train and steamer connections decided. The Bible 


23 


A TRAVEL BOOK FOR JUNIORS 


verses as well as the hymn should be assigned for 
memory work in connection with Question 2, but 
nothing need be written down in advance. Again 
send the class out to add to their number before 
the next session, the “sailing date” of the party. 

CHAPTER II 

A WEEK ON AN OCEAN LINER 

The party is now about to start on its trip. 
Beginning with this lesson the class will have cer¬ 
tain preliminaries to go through with at the opening 
of each session. There will be the roll call of the 
members of the party (unless the class is too large 
to take the time), the punching of the tickets by 
the Business Manager, the settling of any ques¬ 
tions regarding luggage, equipment, or accommo¬ 
dations, which may arise to give reality to the 
situation. Steamer and railroad folders, and all 
illustrative material gathered, should be out for 
inspection as the class assembles. Care must be 
exercised, however, that not too much time is 
taken by these details. 

Aim: To give a vivid picture of travel on an 
ocean liner; to awaken a desire to make the most 
of every opportunity to increase one’s knowledge 
and usefulness; to increase admiration for self- 
sacrificing courage. 

Points of emphasis: 

The trip to New York and the boarding of the 
steamer. 

Passing the Statue of Liberty. 

24 


TEACHER’S MANUAL 


The letters from Dick’s mother. 

Sunday on board ship. 

The English lad’s choice of death for the sake 
of his comrades. 

The king’s reward for unselfish service. 

Procedure : Open the lesson by singing the 
national anthem, or “America,” or with a salute 
to the United States flag. Call upon the Geographer 
to point out the route to be taken to New York 
and thence to Liverpool. Use a map showing the 
United States and England. If none is available, 
a rude one may be easily constructed by cutting 
from paper outlines of the two countries and pasting 
them at a suitable distance apart on wrapping 
paper of another color. The intervening space is, 
of course, the Atlantic Ocean. Colored lines may 
be drawn to show the route of travel. The Business 
Manager will name the train connections, the steam¬ 
ship line, with the particular steamer he has chosen, 
and the sailing date and hour. 

Enter upon the lesson itself by allowing one 
pupil to tell of Dick’s trip to New York, another 
to describe the liner, adding any information he 
may have secured himself, and a third to tell of 
the sailing, answering the first of the questions 
on page 17. Discuss briefly Dick’s excitement on 
passing the Statue of Liberty. Consider together 
the way Dick used his days on board ship, his 
interest and participation in all the activities, and 
yet his definite control of his time, putting certain 
things first each day. Was this trip allowed him 
just for pleasure or was he responsible for gaining 
something more out of it? Recall the stories of 

25 


A TRAVEL BOOK FOR JUNIORS 


Stanley and of Daniel in the last lesson and ask 
how Dick was meeting the test of being away from 
home. Suggest that the party assume that it is 
Sunday aboard ship. Sing the hymn and recite 
the memory verses as the morning service. The 
teacher or one of the members may be the “Chap¬ 
lain” and tell the story of the English sailor. Close 
with a discussion of Question 3. 

Activity: Allow time after the lesson for note¬ 
book work. Each entry in the journal should be 
properly dated and located, and written as far as 
possible in journal form. This first one will include 
the name and description of the steamer, answers 
to questions on page 17, and the memory work. 
Pictures should be pasted in. What is not finished 
during the class hour may be completed at home. 

In assigning the “Things to Find Out” for Chapter 
III, divide Number 3 among five pupils for report 
(one cathedral to each). Ask all to come well 
prepared on 4 and 5, and in addition to memorize 
the verses on page 27 and name the author. The 
Photographer as well as all the class should be 
particularly zealous in searching for pictures of 
cathedrals. A really good one may perhaps be 
borrowed from the wall of some home. 

CHAPTER III 

IN THE LARGEST CITY IN THE WORLD 

Our party makes its first landing on England’s 
shore. It is manifestly impossible in the brief time 
allotted to do more than touch upon those ele- 

26 


TEACHER’S MANUAL 


ments in English life—the historic associations, 
the beautiful buildings, the courage of her people 
—which excite our admiration. And yet with a 
few swift sketches sympathetically presented much 
may be done to deepen the pupil’s respect for this 
splendid people. 

References: Look up “London” and “Cathe¬ 
drals” in any good encyclopaedia, or consult Bae¬ 
deker’s guidebook, London and Its Environs. 

Aim: To give the pupil an acquaintance with 
England and her greatness, to stimulate a desire 
to be worthy of a place in a hall of fame, and to 
develop the thought that it is in everyday living 
that heroes are made. 

Points of emphasis: 

The description of London. 

The great churches called cathedrals. 

The heroes of the war. 

The visit to Westminster Abbey, and the dis¬ 
covery of an American name in Poet’s Corner. 

Livingstone, the Christian missionary. 

Uncle Jack’s statement about heroes. 

Procedure: After the preliminaries of calling the 
roll, punching the tickets, etc., 1 open the lesson 
period by singing “Jesus, Saviour, Pilot Me,” and 
repeating Psalm 24. 1-5. Have the route of travel 
in this chapter pointed out on a map of England. 

1 Hereafter these introductory details will be taken for granted, 
and only such suggestions as are especially suitable will be given 
from time to time. 


27 



A TRAVEL BOOK FOR JUNIORS 


Touch upon Dick’s description of London and the 
English people and encourage from the class such 
information as may increase understanding and 
admiration of the English. 

Call for the reports from the class about cathe¬ 
drals. Let the Photographer and others show such 
pictures as they have gathered. Take up the ques¬ 
tion, “What is a hero?” and discuss Question 5. 
Pass on to Dick’s visit to Westminster. Ask the 
class to identify the names given on page 27. Let 
some one read the entire “Psalm of Life.” What 
are “footprints on the sands of time”? Compare 
the lists of ten great Americans given by the pupils 
and the reasons for the choices made. Show a 
picture of Livingstone and ask some one to read 
the paragraph about him. Call for the reading 
of John 15. 13. Raise the question as to what 
Uncle Jack meant by “the great unselfish things” 
which “everyday people” do. 

Activity : A picture of a cathedral will make a 
good frontispiece for this lesson’s entry in the jour¬ 
nal. A report of the trip to London should be 
written, and Questions 2, 4, and 5 answered. The 
lines from Longfellow should also be entered. 

Warn the pupils to bring their Bibles without 
fail to the next session. This should become a 
requirement for every lesson hereafter. Assign 
the Finding-Out Questions for Chapter IV, asking 
especially for a report on Number 4. 

Send the pupils out to discover about them 
persons whom they consider everyday heroes or 
heroines. 


28 


TEACHER’S MANUAL 


CHAPTER IV 

A LETTER ABOUT THE BIBLE 

It is not necessary that the pupil shall learn and 
digest all of the facts given in this outline history 
of the English Bible. He should come through 
with a few facts regarding the arrangement of the 
books of the Bible, with the names of Wyclif and 
Tyndale on his roll of heroes, and Dick’s outline 
of the versions in his memory. But the real result 
to be attained is far greater than the facts—a new 
grasp of the Bible as a most precious and wonder¬ 
ful book. 

References: How We Got Our Bible, by Smyth, 
The Evolution of the English Bible, by Hoare. 

Aim: The purpose of the chapter may there¬ 
fore be stated as follows: To show the growth of 
the English Bible, and the struggle and martyrdom 
that has gone into its development, and to inspire 
a deeper reverence- for its pages and a desire to 
know more about it. 

Points of emphasis: 

The description of the manuscripts at the British 
Museum. 

Uncle Jack’s instruction about the contents of 
the Bible. 

The story of Wyclif. 

The story of Tyndale. 

The writing of the Authorized Version. 

The two revised versions. 

The work of the Bible societies. 


29 


A TRAVEL BOOK FOR JUNIORS 


Procedure: It will be difficult to cover in one 
period all of the material given. Two sessions 
could well be spent upon it, but if only one hour 
is available the time should be planned most care¬ 
fully in advance and no division of the lesson be 
allowed to run over schedule. 

First, with the help of the class, list on the black¬ 
board the main sections in Dick’s letter. The 
result will resemble the list under “Points of 
Emphasis.” Ask for volunteers to be ready to 
report on each section as called for. The descrip¬ 
tions of the Old and New Testaments should be 
assigned to separate pupils. Allow a few minutes 
for the silent rereading of the lesson. Then close all 
textbooks and open Bibles for the remainder of 
the lesson. 

With the report on the early manuscripts, such 
illustrative material as a piece of vellum, and sam¬ 
ple pages of Greek, Latin, and Hebrew will add 
interest. The teacher may even be so fortunate 
as to find in the treasures of some home an old 
scroll or book with illuminated letters. 

With the reports on the contents of the Bible 
have the pupils handle their Bibles repeatedly, 
locating some of the books referred to, and seeing 
how many of them can be named from memory. 
Lead the class to adopt as a requirement of the 
course the memorizing of the books of the Bible. 
Suggest that they check off lightly with pencil in 
the index of the Bible those books that have been 
referred to in the preceding lessons. Encourage the 
neat underlining of verses that are especially en¬ 
joyed. Emphasize the value of getting really ac¬ 
quainted with the book so as to make use of it. 

30 


TEACHER’S MANUAL 


If the suggestion is given in advance, the pupils 
reporting on the five different versions may enjoy 
trying impersonation, each version telling in the 
first person the story of how she came to be. As 
each one is given, list it on the blackboard as on 
pages 36, 37. With the third and fifth versions 
the words “our” and “my” should be changed to 
“Dick’s” if these words in the book are not true 
for the member of the class. 

As the last reports are given, the pupils will 
examine their Bibles to determine which version 
each has brought. There may be time to look up 
one or two comparisons between the Authorized 
and the later versions, such as the use of “love” in 
1 Cor. 13, and of “Jehovah” in the Old Testament. 
Consider carefully Question 2. Close the lesson with 
a discussion of individual answers to Question 4. 

While this is largely an information lesson, yet, 
as already suggested, the facts may be so marshaled, 
by question and comment on the reports, as to 
instill a deep desire to know and use the wonder¬ 
ful book that has been more precious than life to 
unnumbered people. 

If two periods should be allowed for this chapter, 
stories of experiences of colporteurs should be 
looked up and brought in by the pupils. Write to 
the American Bible Society, Bible House, Astor 
Place, New York. Also use the public library. 

Activity: The entry into the journal this time 
may be in the form of a letter to a friend or member 
of the family, giving facts learned in London about 
the Bible. It should include answers to at least 
Questions 1, 2, 4, and 5. 


3i 


A TRAVEL BOOK FOR JUNIORS 


Ask the class to be prepared at the opening of 
the next session for a brief Bible drill covering the 
facts given in this chapter. 

Call upon the Business Manager to give instruc¬ 
tions for the next stage in the journey, stating the 
hour of the train from London to Dover, and of 
the steamer across to Calais, France. If he has 
posted himself about the stormy English Channel, 
he may suggest pills or some remedy for seasick¬ 
ness. Arrange with the Geographer for the neces¬ 
sary maps for the next lesson. He should be pre¬ 
pared to trace the journey from London to Jaffa. 
The Photographer and other members of the class 
should have little difficulty in finding pictures for 
this long trip. 

Assign the “Things to Find Out,” asking some 
one for a special report on Number 5. Ask the 
class to look up and copy into their notebooks 
“Fairest Lord Jesus,” known as the “Crusader’s 
Hymn.” 


CHAPTER V 

ALMOST TO THE HOLY LAND 

The last stage of the journey to Palestine has 
been reached. Dick and the “party” are about 
to set foot in the Holy Land. In preparation for 
this lesson the teacher will need to work over the 
geographical material carefully, even though he 
may believe himself thoroughly familiar with it. 
George Adam Smith’s The Historical Geography 
of the Holy Land will be of invaluable help here 

32 


TEACHER’S MANUAL 


and in all the lessons on Palestine. The teacher 
should consult a good encyclopaedia, or history of 
the Middle Ages, to review the facts regarding the 
crusades. As he goes deeper into his preparation for 
leading these boys and girls over this land of sacred 
associations it is hoped that he will become pos¬ 
sessed with the same “strange earnestness” which 
held Dick silent as Uncle Jack gave him a vision 
of what traveling in Palestine might mean. 

Aim: To develop an appreciation of the impor¬ 
tance to the world of the little country of Palestine, 
and to arouse in the pupil an eager anticipation of 
the coming journey through the land where Jesus 
and his people lived. 

Points of emphasis: 

The route taken to Jaffa. 

The geography drill on shipboard. 

Palestine’s importance as a bridge between coun¬ 
tries. 

Palestine’s importance as the country where Jesus 
lived. 

Her unhappy history. 

The heroic struggles of the crusaders. 

Procedure: Preliminary to the teaching of to¬ 
day’s lesson will come a brief drill on the main 
facts in Lesson IV. This may consist of writing 
upon the blackboard, one at a time, suggestive 
words, or groups of words, such as, “Wyclif,” 
“Gospels,” “Authorized Version,” “Manuscripts,” 
allowing volunteers to tell about them quickly. 
Do not give these in the order followed in the lesson, 
but gradually build up at one side of the board, as 
the drill progresses, the five versions in their order. 

33 


A TRAVEL BOOK FOR JUNIORS 


Add zest to the drill by working quickly, turning 
from one pupil to another, and another, rather 
than allowing long answers. 

As an introduction to the regular lesson have 
the class sing the “Crusader’s Hymn” from their 
notebooks. Call upon the Geographer, or an 
assistant he may have chosen, to trace the route 
from London to Jaffa. The pupils may mark it 
on the maps in their textbooks opposite page 39. 
Then ask one pupil to locate on the wall map of the 
world (if not available use map of Europe and Asia 
Minor) the countries Uncle Jack asked for (page 
40); another to locate the second list of places given; 
a third to point out the cities listed; and a fourth 
to find the bodies of water named. Some of this 
may prove difficult and require some repetition. 
Emphasize the strategic position of Palestine in 
relation to other countries. 

At this point turn to page 42 of the textbook. 
Let the teacher, commencing with the second 
paragraph, read aloud to the beginning of Uncle 
Jack’s talk. Call upon four pupils to read the next 
four paragraphs in turn, calling attention to the 
earnestness with which they were spoken. An 
imaginative pupil may be able to lose himself in 
the meaning of the words. Pause in the middle 
of, the first of these paragraphs to call for the 
assigned report on Question 5, which will explain 
the statements so far made. At the end of the 
second paragraph let two or three answer Question 3. 

The final paragraphs should be reserved for the 
teacher to read aloud. They should be read quietly 
and with feeling. If the right atmosphere has been 
created, the reading may be concluded by a brief 

34 


TEACHER’S MANUAL 


prayer, following the thought of Uncle Jack’s final 
words. Some of the pupils themselves may feel 
free to participate with sentence petitions. 

Activity: The journal for this chapter should 
outline the journey from London to Jaffa, and 
answer Questions 3 and 4. There will probably be 
pictures to paste in. Some may have stamps or 
postcards from one or more of the places mentioned. 

On page 48 of Junior Hymns and Carols will be 
found “The Song of the New Crusade,” a song 
which the class would thoroughly enjoy learning 
and singing along with the old “Crusader’s Hymn.” 
If possible, secure a copy of it, and have the words 
written on the blackboard for the pupils to copy 
into their journals and learn for the next lesson. 
The words “Sunday school” can be replaced by 
some .name such as “Bible school” if the former 
is inappropriate. 

Announce a ten-minute geography spell-down for 
the next hour. Appoint captains and choose sides. 
The contest will be on the location of places men¬ 
tioned in to-day’s lesson (Chapter V). If desired, 
the Geographer may be delegated to conduct the 
spell-down. 

Assignment on Chapter VI will include making 
an outline map of Palestine such as found on page 
48, to be pasted into the journal. 

The ocean trip is now completed. If the tickets 
for the course are being given out in sections, the 
next section covering Chapters VII to XIV should 
be ready at the next lesson. 

Note. —Books should be inspected and special 
conferences arranged with any who are having 
difficulty with their journals. 

35 


A TRAVEL BOOK FOR JUNIORS 
CHAPTER VI 


A REUNION AT JAFFA 

Our party is entering Palestine. It now becomes 
necessary to introduce its members to the physical 
and social geography of the country, that they may 
more intelligently pursue their travels. The teacher 
will do well to keep close to the sources of infor¬ 
mation on historical geography already given. A 
study of the article under “Peter” in Hastings’ 
Bible Dictionary will furnish a clearer understanding 
of the barriers of Jewish prejudice which were 
broken down by the vision at Joppa. Refer also 
to Smith’s Historical Geography of the Holy Land. 

Aim: (i) To present in simplest outline the 
physical features of the geography of Palestine and 
to give glimpses of the people through the street 
scenes of Jaffa, all of which may be portrayed in 
such vivid fashion as to capture the imagination 
and interest of the pupil. (2) To develop an under¬ 
standing of the missionary significance of Peter’s 
vision and to stir the heart of each boy and girl 
with the desire to live a life that shall help tell the 
Christian message. 

Points of emphasis: 

Dick’s first geography lesson on Palestine. 

His meeting with his father. 

The street scenes in Jaffa. 

The visit to the home of Simon the Tanner. 

Peter’s vision and its result. 

Procedure: A brisk geography spell-down, as 
assigned, will occupy the first ten minutes of the 

36 


TEACHER’S MANUAL 


period. If the proper maps are at hand, each place 
that is called may be located quickly and silently 
without recitation. Any considerable hesitation 
constitutes a failure. In this way much ground 
is covered in the time allotted. 

Use the “Crusader’s Hymn” again to open the 
regular lesson. With the help of the class, work 
out on the blackboard Dick’s first map of Palestine, 
bringing out the facts about coastline, hills, etc., 
as given in the lesson. Ask some one for the story 
of Samson. See who can turn most quickly to the 
Old Testament references concerning Jaffa. Have 
them read aloud with comment. Ask another to 
describe Dick’s landing. Follow with a discussion 
of Question 4, until the street scenes of Jaffa be¬ 
come vivid. 

Call upon a pupil to tell in his own words the 
story of Peter’s vision. Help the class to picture 
the typical house of those days with flat roof and 
stairs outside to the roof. Discuss the message 
in Peter’s vision. What did it mean to have the 
gospel go to the Gentiles? Take up Question 6. 
The second part may elicit such answers as “Min¬ 
isters” and “Missionaries.” Guide the class to the 
thought that everyone who takes the name of 
Christian has a share in the telling. Perhaps some 
may grow up to have a more conspicuous share 
than others, but all have the privilege and the duty 
of helping. Do not leave the statement vague, 
but raise the question “How?” and help the pupils 
to bring out in their own answers the thought of 
living lives that “tell,” of doing bits of service that 
“tell,” and of developing the kind of strength that 
will be ready for big tasks for the Kingdom later 

37 


A TRAVEL BOOK FOR JUNIORS 


on. Send each pupil out to watch for opportunities 
to make his life “tell.” Close with “The Song of 
the New Crusade.” 

Activity: If the outline maps have not been 
entered in the notebooks they should be put in now. 
The landing at Jaffa and the visit to the traditional 
home of Simon the Tanner should be described. 

If the discussion of the lesson has developed as 
it should, various forms of service have already 
been suggested. 

Assign the Finding-Out Questions in Chapter VII, 
giving 4 and 6 to individual pupils. Ask the Pho¬ 
tographer to be particularly zealous in searching 
for pictures of Allenby and of Jerusalem. 


CHAPTER VII 

ON THE WAY TO JERUSALEM 

The next eight chapters take our party to 
Jerusalem and thence over the scenes of early 
Hebrew history to the time of the close of the wil¬ 
derness wanderings. It is well for the teacher to 
keep in mind the historical sequence of these les¬ 
sons and to make the connections between them 
from time to time, but for the pupil of this age the 
history in itself is of little value. The physical 
features of the places described, and the life of 
the people will hold his interest and should be 
brought out clearly; but above all else he should 
see certain heroic men venturing everything at 
God’s command, going through strange experiences 

38 


TEACHER’S MANUAL 


with unshaken trust, and finally under divine 
guidance accomplishing remarkable results. 

References: The teacher will find helpful in his 
preparation Jerusalem in Bible Times , by Paton; 
Representative Men of the Old Testament , by George 
Matheson; Willett’s Moral Leaders of Israel , and 
always, Hastings’ Bible Dictionary. Also Finley’s 
A Pilgrim in Palestine gives among other fascinating 
descriptions some interesting side lights on General 
Allenby. 

Aim: To make the pupil still more familiar with 
the physical features of Palestine and the struggles 
of her history. To win admiration for the courtesy, 
reverence, and toleration of a modern Christian 
hero in Palestine and to stimulate a desire to be 
like him in these qualities. 

Points of emphasis: 

The attractive Jewish settlement at Tell Aviva. 

The Plains of Palestine. 

Ludd, the home of Dorcas. 

Ramleh, and the praying Mohammedan. 

The struggle of the crusaders. 

The coming of Allenby and its result. 

Procedure: This is a prime opportunity to 
“play train” to good effect. Suggest that such 
shall be the plan of the lesson. The teacher, or 
some one the class may choose, will take the part 
of Dick’s father, answering the questions along the 
way, except for the strictly geographical information 
which the Geographer shall supply. The latter 
shall point out on the map the places along the 
journey and the Plains mentioned. One pupil 

39 


A TRAVEL BOOK FOR JUNIORS 


should be delegated to call the stations at the 
proper places. Still another should be coached in 
advance to play the part of the Mohammedan at 
prayer, as described on page 57. The remainder 
of the class may be the “party” ready to ask Dick’s 
questions in the lesson. The pupils may have still 
other dramatic possibilities to suggest. 

Allow the class a few minutes to look over the 
lesson in order to be ready to take their parts. 
Then with books open start upon the trip. It will 
proceed somewhat as follows: 

The conductor (Business Manager) will punch the 
tickets as the train starts. Some boy in the “party” 
breaks in with the opening question. The “father” 
responds. Another points to the fruit trees, and 
“father” gives the information on Tell Aviva. The 
Geographer comes forward and reads paragraph 
two, page 56, the “party” responding, “I know,” 
etc., whereupon the Geographer locates the plains, 
and the class proceeds at once to enter them upon 
the maps in the notebooks. “Ludd” is called, and 
the one previously assigned the story of Dorcas 
reads Acts 9. 36-43, while the train stops. The 
train goes on. “Ramleh” is called. The Moham¬ 
medan unrolls his rug and prays, provoking another 
question, and so on. 

Whoever may be appointed to act as “father,” 
it should be arranged that the story of Allenby 
should be taken up in its place by the teacher. 
He should become thoroughly familiar with it in 
advance and tell rather than read it. A picture 
of Allenby should be used if possible. There is an 
opportunity here to reach a fine appreciative climax 
before the trainman announces “Jerusalem!” 

40 


TEACHER’S MANUAL 


Read aloud the final sentence in the lesson and 
then join in singing, “O Mother, Dear Jerusalem,” 
the words of which should have been previously 
written on the blackboard. Use a few minutes 
before closing the lesson for a discussion of Allenby’s 
right to be termed the “Modern Crusader.” Con¬ 
clude by once more singing the “Song of the New 
Crusade” or “Onward, Christian Soldiers.” 

Activity : Part of the notebook work will have 
been done on the “train.” A brief description of 
the trip should be entered, and the words of the 
hymn copied down if they are not already in the 
journal. 

Call attention to the fact that there are Dorcas 
Societies all over the country whose aim is minis¬ 
tering to others. It is one of the ways of “telling” 
(see previous lesson). Encourage the class to think 
of definite ways of helping those in need. Is there 
a day nursery where toys can be sent? or a chil¬ 
dren’s ward in a near-by hospital where scrapbooks 
would be welcomed? Follow up with an imme¬ 
diate plan of action any suggestion that is prac¬ 
ticable for the class. 

CHAPTER VIII 

A WALK ON A CITY WALL 

This lesson calls for the strenuous use of one’s 
visualizing powers, and unless the teacher has 
himself walked about the Jerusalem wall in his 
imagination, picturing with the help of the map 
on page 67 the various places noted, he will not 

4i 


A TRAVEL BOOK FOR JUNIORS 


be able to make the lesson vivid to his pupils. Not 
only should he become thoroughly familiar with 
the directions and locations, but the biblical asso¬ 
ciations with the various points should be clearly 
established in his mind. He should search for 
pictures of Jerusalem to help in building the total 
picture in his mind. (See Wilde, 184, 192, 196, 201, 
202, 203, 204, 221, 234, 291, 292.) The Underwood 
set of stereographs on the Holy Land are invaluable 
here for both teacher and class. 

References: Refer also to Paton’s Jerusalem in 
Bible Times , and Thomson’s Southern Palestine 
and Jerusalem. While the chapter is largely infor¬ 
mational, the facts should be so vividly presented 
as to accomplish the following purpose: 

Aim: To develop an appreciation of the sig¬ 
nificance of this ancient city, and of the reverence 
in which both Jews and Christians have held it 
all through the centuries. 

•Points of emphasis: 

The ancient wall, its height, towers, gates. 

The religious divisions of the city. 

The hill of Zion and its associations. 

Mount Moriah and its history. 

The Mount of Olives, Bethany, Gethsemane. 

The Church of the Holy Sepulcher. 

The streets and buildings of Jerusalem. 

Procedure: This is a difficult lesson to teach 
well because of the amount of equally important 
material in it. Put on the blackboard in advance 
a copy of the map of Jerusalem on page 67. It 

42 


TEACHER’S MANUAL 


need not be perfect, of course, but may serve as a 
guide in helping the pupils to study the maps in 
their own books. Divide the class into five equal 
groups. Have books open to page 67. Then, 
pointer in hand, following the map on the board 
and the book, trace Dick’s trip on the wall, bring¬ 
ing out by question and comment the facts of 
interest. Make sure that the pupils locate on 
their own maps each place as it is mentioned. Have 
the Scripture references read as they come. Point 
out the roads to Bethlehem, Jaffa, Jericho, Bethany. 
Study the picture on page 71 and determine the 
direction in which it is taken. Note Dick’s con¬ 
cluding descriptions in the last four paragraphs. 
Refer to the picture on page 239. 

When all has been gone over as thoroughly and 
yet quickly as possible, assign to each group a 
section of Dick’s walk, the four sides of the Jeru¬ 
salem wall to the first four divisions, and the general 
description at the end to the fifth. Allow the 
groups to go into consultation as to what is the 
most interesting feature in their respective sections. 
The results should then be reported to the class 
as a whole for discussion. If there is time, a written 
vote could be taken as to the most interesting 
point in the entire city, with reasons presented. 

Close the class hour with a few serious words on 
the place which Jerusalem held in the hearts of 
the Hebrew people, a loyalty akin to our patriot¬ 
ism, and yet different, because so rooted in and 
permeated with religious hope. Have the pupils 
look up and read aloud Psalms 122 and 137, and 
close by singing together, “O Mother Dear, Jeru¬ 
salem.” 


43 


A TRAVEL BOOK FOR JUNIORS 


Activity: Have each pupil head a page in his 
journal, “What I Saw From the Jerusalem Wall,” 
and write his list under it. 

One of the sights Dick may have seen from the 
wall is a home for Armenian children, known as 
the Schneller Orphanage. Old picture postcards 
with the addresses carefully pasted over, home¬ 
made valentines, Christmas or Easter cards, all 
would be welcome there depending upon the season. 
Packages should be addressed to Schneller Orphan¬ 
age, Jerusalem, by way of the Near East Relief, 
New York city. 

Assign the questions for the next lesson. Warn 
the “party” to be ready for a long ride. Suggest 
that pictures of Arabian ponies or of horses may 
be brought for pasting into the journals. 


CHAPTER IX 

WHERE ABRAHAM LIVED 

To-day’s lesson brings the party to the town 
chiefly associated with the first great patriarch in 
Hebrew history. Abraham risked hardship, loneli¬ 
ness, misfortune, and all the uncertainties of a 
strange land to follow the inner promptings of his 
heart, the voice of God, to free himself and his 
family from the weakening influences and spiritual 
restrictions of the land in which they lived. Like 
the Pilgrim Fathers of old, he sought freedom to 
follow God as he knew him. “By faith” he moved 
down into Palestine. As a result he founded a 
nation with a conception of God sufficiently true 

44 


TEACHER’S MANUAL 


to produce at last One through whom came the 
highest revelation of God the Father. It is a won¬ 
derfully interesting study for both teacher and 
pupil. 

References: Representative Men of the Bible , 
Matheson; Moral Leaders of Israel , Willett. 

Aim: To win the admiration of the pupil for 
those pioneers who ventured everything under 
God’s leadership, and to strengthen the desire to 
trust his life fully to God’s guidance. 

Points of emphasis: 

Dick’s journey to Hebron. 

The characteristics of modern Hebron. 

Abraham’s adventure of faith. 

His altars of worship. 

His generosity to Lot. 

The successful establishment of his home. 

His place of honor among the people. 

Procedure: First read the chapter over together, 
taking turns. Then, starting again, trace Dick’s 
journey from Jerusalem to Hebron. On a map 
of Assyria and Canaan follow Abraham’s journey 
from Ur of the Chaldees to Hebron, locating Shechem 
and Bethel on the way. What led Abraham to 
take this trip? Did it require courage to make 
such a great change? What did he do when he 
stopped? Did that have anything to do with his 
courage? Do men start on great ventures to-day 
at God’s command? Ask for instances. Recall 
Livingstone opening up Africa. Refer to Doctor 
Grenfell in Labrador, and to the coming of the 

45 


i 


A TRAVEL BOOK FOR JUNIORS 


Pilgrims to America. Try to include in the illus¬ 
trations some man or woman personally known 
to the pupils whose life has been a less conspicuous, 
but none the less real venture of faith—perhaps 
some doctor, minister, or lawyer who has won his 
education for service in the face of great difficulties. 
Call on some one to repeat the lines memorized in 
Lesson III. 

What was the result of Abraham’s venture? 
He won wealth, but that does not necessarily follow 
friendship with God. Help the class to see as the 
great result of his faith those rugged traits of char¬ 
acter—his courage, justice, generosity—which grew 
through the years. Discuss “Which won him the 
respect and honor of his countrymen, his wealth 
or his character?” What did they call him? Do 
men’s names stand for anything to-day? What 
does one think of when the name “Roosevelt” is 
mentioned? or “Frances Willard”? What special 
instance is given of Abraham’s greatness? Ask 
one of the pupils to tell the story of Lot’s departure. 
Is sacrifice for others an essential quality in true 
greatness? Discuss whether Abraham’s venture of 
faith eventually brought blessing to all the earth. 
How? Lead the class to see what great issues may 
depend upon the fidelity of a single man to the 
highest that he knows. 

Activity : A picture of a horse pasted in the 
journal makes a fitting heading for the report of 
this first trip from Jerusalem. A dotted line should 
be traced on the map of Palestine to show the 
journey to Hebron. 

For the next lesson ask the Photographer and 

46 


TEACHER’S MANUAL 


others to look for pictures of caves. A Dragoman 
should now be chosen to see about the provisions 
for the next trip. If the day is warm and bright, 
the lesson could well be given out of doors, with 
a luncheon on the grass at the appropriate time. 


CHAPTER X 
ON JOSEPH’S TRAIL 

However familiar the teacher may be with the 
Joseph story, he will not fail to find new richness 
and beauty in its unfolding as he goes over the 
Bible narrative thoroughly once again. This time 
he will read it particularly with its dramatic possi¬ 
bilities in mind, that he may be prepared intelli¬ 
gently to supplement and adopt the suggestions 
of the pupils as plans for dramatization are worked 
out together. 

References: Representative Men of the Bible , 
Matheson; Pageantry and Dramatics in Religions 
Education , Meredith; Play and Education , Lee; 
The Dramatization of Bible Stories , Miller. 

Aim: To make vivid the country of Joseph and 
his people; to present the fascinating story of Jo¬ 
seph with all the appeal that courage, generosity, 
and fidelity can make to the heart of the child. 

Points of emphasis: 

The caves and excavations on the road to Gaza. 

The boy Joseph sold into Egypt. 

47 


A TRAVEL BOOK FOR JUNIORS 


The coming of the brothers for food and Joseph’s 
strange treatment of them. 

The bringing of Benjamin and the finding of the 
cup in his sack. 

Joseph’s revelation of himself to his brothers in 
forgiveness and love. 

The coming of Jacob. 

Procedure: As previously suggested, this lesson 
could well be given out of doors. At the beginning 
of the hour let the class imagine themselves actually 
taking the trip as far as Gaza. Have the first two 
pages reread silently. Then by questions bring 
out the points of interest along the way, answering 
Questions 2 and 3, studying the pictures that may 
have been brought in, and tracing the route on 
the map, page 60. At the appropriate place the 
“party” may partake of the hasty lunch, consist¬ 
ing of some one or more of the foods mentioned 
on page 82, to be arranged and passed by the 
Dragoman. The lesson thus far should not take 
more than ten minutes. 

Let the teacher read aloud the second and third 
paragraphs on page 83. Then turn to the story of 
Joseph in the Bible. The following references in 
Genesis cover the material in the lesson, and may 
be assigned to individual pupils either for reading 
aloud or comment on their contents. 


I. 

37- 

3-4- 

6. 

41. 37-49. 

11. 

44. 14-34. 

2. 

37- 

5-i 1. 

7- 

41. 54—42. 12. 

12. 

45- 1-15. 

3- 

3 7- 

1^. 

1-1 

1 

i-i 

8. 

42. 3-25. 

13. 

45. 16—46. 7 

4- 

37- 

18-28. 

9- 

43. 1-15. 



5- 

37- 

29-36. 

10. 

43. 26—44. 13- 




The teacher may begin reading in the textbook 

48 




TEACHER’S MANUAL 


Mr. Williams’ version of the story, while the class 
checks each statement with the corresponding 
Bible reference. The briefer references may be 
read aloud, and the longer ones merely reported 
unless the teacher wishes them read. The teacher 
will have indicated in his textbook the places in 
the story where references should be given. It 
may be noted that three chapters in the Bible 
narrative are omitted. The teacher may sketch 
briefly the main facts in these chapters, the im¬ 
prisonment and the interpretation of Pharaoh’s 
dreams. 

When the reading is finished allow the class to 
choose one of the dramatic incidents of the story, 
and call for volunteers for immediate dramatization. 
Choose the characters from the volunteers and give 
the entire class a few moments to reread the inci¬ 
dent as given in the Bible. Then allow the players 
to work it out in their own way. Practically no 
properties are needed for such spontaneous dram¬ 
atization, especially if carried on out of doors. 

This first attempt at dramatic interpretation may 
be very admittedly imperfect to pupils as well as 
teacher. Allow the class to give suggestions as 
to how it could be bettered. If, spurred on by a 
taste of story acting, they wish to try it again, 
allow the same pupils to work over the same inci¬ 
dent, and present it again at the opening of the next 
period with the addition of such properties as they can 
improvise. Encourage each one to work out his own 
part with as much Bible diction as possible. 

Activity: There will be little time for notebook 
work. A brief description of the trip should be 

49 


A TRAVEL BOOK FOR JUNIORS 


entered before the next session, and the route to 
Gaza traced in red ink on the notebook map. Pic¬ 
tures of a camel and a railroad train side by side 
would make fitting illustrative material. 

The serious acting out of these scenes should, 
without discussion, make its impress upon the 
pupil, giving an appreciation of the meaning of 
God’s care and the value of the forgiving spirit. 

For the next lesson ask the pupils to search for 
information concerning excavations in Egypt. Sug¬ 
gest that they look up “Tutanhkamen” in the 
1922-23 periodical literature at the library. A 
good librarian will be glad to help them in their 
search. 


CHAPTER XI 

WHERE THE ISRAELITES BECAME 

SLAVES 

Centuries have intervened between the story of 
this lesson and the one preceding. The descendants 
of Jacob have multiplied to hundreds of thousands. 
Traveling in modern fashion, Dick passes through 
the scenes of their struggles and of their exodus 
from the country. Glimpses of life in the Egypt 
of to-day, and interesting points in modern history 
are also given, but above all else in the lesson stands 
out a man whom God called forth to deliver his 
people from bondage in ancient Egypt. 

References: Moral Leaders of Israel , Willett; 
Representative Men of the Bible , Matheson; Archoeol- 

50 


TEACHER’S MANUAL 


ogy and the Bible. Barton: The Bible and the Spade , 
Peters. 

Aim: With these facts in mind the threefold 
aim of this chapter is apparent: (i) To enable the 
pupil to get a vivid picture of the Exodus story 
and its setting; (2) to develop an understanding 
that God cares for his people, that he calls them 
individually to a definite work, prepares them for 
it, and stands by them in it if they follow his guid¬ 
ance; (3) to awaken a desire in the heart of each 
pupil to put himself under God’s guidance. 

Points of emphasis: 

Interesting scenes on the route to Cairo. 

The present importance of the Suez Canal. 

Excavations in Egypt. 

Moses, saved for leadership. 

Moses, called to lead out his people. 

The final deliverance of the Israelites. 

Procedure: Previous to the regular lesson will 
come the dramatization of one or two scenes from 
the story of Joseph, if it was so ordered at the last 
period. This should not take more than fifteen 
minutes. 

Open the discussion of Chapter XI with a sketch 
of the last part of the preceding chapter to make 
the connection clear. Then call for reports concern¬ 
ing the excavations in Egypt. The recent opening 
of the tomb of Tutanhkamen, so thoroughly com¬ 
mented on in the periodicals of 1922-23, affords 
most interesting details of Egyptian life at this 
period. What is archaeology? Of what value are 

5i 


A TRAVEL BOOK FOR JUNIORS 


excavations to the world? Try to picture the 
adventure of turning up with a spade implements 
used thousands of years ago, of finding tablets of 
stone and papyri telling in strange hieroglyphics 
facts that change the written histories of the world. 
Not only have the excavations increased our knowl¬ 
edge of the development of mankind, and corrected 
our histories, but they have corroborated and made 
clear many parts of the Bible. Have the class 
locate Pithom and Goshen on the map opposite 
page 107. 

Ask a pupil to give the story of Moses to the 
time of his calling. Then have the class open their 
Bibles to Exodus, chapter 3 to 4. 17. Choose two 
pupils who read with good interpretation. Ask one 
to read the words of Moses, the other the words 
of Jehovah, and the remainder of the class to read 
the narrative parts. Encourage them to go through 
this call of Moses with all the dramatic interest 
they can give to it. 

Let the teacher follow with a brief description 
of the plagues and Pharaoh’s vacillation. Call 
upon another pupil to tell of the final escape of the 
Israelites under Moses. Locate Lake Timsah. 
Have all of the class turn to Exodus 15 while some 
one reads aloud the Israelites’ song of triumph. 

Follow this with an earnest discussion of Ques¬ 
tion 6. Are leaders who will follow God’s guidance 
needed in these days? What is the best prepara¬ 
tion for leadership in the future? Strive to send 
each pupil out with a desire to follow the right 
promptings of his heart each day, that he may be 
able to recognize God’s voice in the larger calls 
later on. 


52 


TEACHER’S MANUAL 


Activity : The journal: Have the pupil head one 
of the pages “Interesting Sights on the Way Into 
Egypt,” and list below it whatever he finds in the 
chapter, describing the people and the country. 
He should also put down the facts under Ques¬ 
tions i and 4. 

Ask the pupils to bring to the next session all 
the information they can gather concerning Egypt, 
its people, its buildings, monuments, produce, 
industry, climate, and the peculiarity of the Nile 
River. Ask that each bring at least one picture 
to paste in his journal. 


CHAPTER XII 

STRANGE SIGHTS IN OLD EGYPT 

This is largely an information lesson. If the 
pupils use their powers of investigation, they will 
bring to the class a wealth of interesting stories 
and facts about Egypt. Every member should 
have a chance to contribute some item. It will 
take skill to place the emphasis wisely and to save 
time to develop at the close the final thought of 
the lasting influence of a good life. 

References: Consult a Baedeker’s guidebook or 
an encyclopaedia on Cairo; use sources on archaeology 
mentioned in previous lesson; turn to periodical 
literature of 1922-23 for information regarding 
Tutanhkamen. Kingsley’s story Hypatia should be 
read if possible by the teacher during these lessons 
on Egypt. 


53 


A TRAVEL BOOK FOR JUNIORS 


Aim: To fasten interest in the home of ancient 
Israel by side lights on modern life in Egypt, its 
education, its antiquities, and its Christian mis¬ 
sions. To emphasize the value of Christian mis¬ 
sions and to develop the thought that wood and 
stone may perish but the influence of a great life 
lasts on. 

Points of emphasis: 

Street scenes in the Muski. 

Education in a Mohammedan university. 

The contrast found in the Christian school. 

The value of the Nile Press. 

The remains of the Pharaoh who oppressed the 
Hebrews. 

The gigantic tombs of the kings. 

Monuments that are greater than stone. 

Procedure: Open the lesson with reports upon 
Egypt. Use a map, locating Egypt’s principal 
cities, and discussing the importance of the Nile 
River. Then turn to Chapter XII to read again 
what Dick found of interest. Go over the lesson 
together, reading aloud a paragraph around, in 
the old way. Allow comment and question as the 
reading progresses. Speak again of excavations 
and their findings. Follow the reading with a 
discussion of Dick’s final question. The Egyptians 
put forth tremendous effort to make “footprints 
on the sands of time,” and their monuments bat¬ 
tled against the material sands of the desert. But 
did they succeed? Which made the more lasting 
impression upon the world, Ramses II with his 
riches, or the Hebrew people whom he oppressed? 
Why? Which bring more lasting benefit to the 

54 


TEACHER’S MANUAL 


world, the museums or the missionary schools and 
the press of Cairo? What modern men have left 
monuments of influence greater than the pyramids? 
Whose Life has lasted through the centuries as 
the hope and the help of all men? This discussion 
may lead naturally to a word of petition for help 
in building lives of lasting good. 

Activity : The time remaining may be spent, if 
desired, in a brief question-and-answer contest on 
the lesson. Divide the class into two teams. Pass 
out two sets of slips, one with questions on the 
lesson, each question numbered, the other set with 
the answers to the questions, but without num¬ 
bers. One set goes to each side. The side holding 
the questions opens the game, the other side tries 
to match the questions with the appropriate an¬ 
swers (individually, not by consultation). An 
inappropriate answer constitutes a failure. When 
the questions are exhausted, a second list may be 
passed out with the sides reversed, the former 
questioners now holding the answers. 

Journal: Paste in pictures. Answer Questions 
3 and 4. Make another list, this time under the 
heading “Interesting Sights in Cairo.” 

Ask the pupils to relearn the Ten Command¬ 
ments for the next time (Exodus 20. 1-17). Sug¬ 
gest that they bring pictures of airplanes to illustrate 
the lesson in their journals. 

Request the Geographer and Business Manager, 
or any other two desired, to be ready to conduct 
the airplane trip, using the map, and telling the 
Bible story. They may choose others to share 
the story-telling with them. 

55 


A TRAVEL BOOK FOR JUNIORS 
CHAPTER XIII 


THREE HOURS OR FORTY YEARS 

This lesson covers the entire period of the wil¬ 
derness wanderings, laying particular stress upon 
the commandments and the charge of Moses to 
Joshua. The teacher should familiarize himself 
with the history of this period, noting carefully 
the difference between the traditional route of 
the Israelites and the one which modern study 
assumes as most probable. Consult Heroes and 
Crises of Early Hebrew History , Kent (Historical 
Bible), or any good commentary on Exodus. Ref¬ 
erence to the Manuals of the Boy Scouts, Girl 
Scouts, and Camp Fire Girls will be of help in 
developing the latter part of the lesson. 

Aim: To give a glimpse of Alexandria and show its 
Biblical associations. To enable the pupil with his 
Bible to follow the desert wanderings in a realistic, 
if unique, fashion. To show that certain rules of 
living were found necessary to the welfare of God’s 
people in those days, and that all those who live 
among others need to set certain rules for the good 
of themselves and the happiness of their associates. 
To strengthen the desire to live according to the 
best rules of life and thus to follow God’s leading, 
whatever the difficulties and handicaps may be. 

Points of emphasis: 

Sights in Alexandria. 

The Septuagint Version. 

Landmarks in Egypt from an airplane. 

The route of the escaping Hebrews. 

56 


TEACHER’S MANUAL 


The Ten Commandments given by Moses. 

The story of the spies. 

Moses’ charge to Joshua. 

Procedure: Have the class read the lesson over 
silently. Open the discussion by calling for volun¬ 
teers to locate Alexandria and to tell the points 
of interest Dick found there. Ask the class to 
name again the versions of the Bible which they 
have learned. From what languages were they 
translated? Have the pupils count back the num¬ 
ber of centuries from the first English Bible to the 
first translation of the Old Testament into Greek? 
What was the latter translation called? 

The “party” may now proceed to take Dick’s 
trip in the airplane. They must forget that the 
propellers are noisy, and proceed as in a sight-seeing 
bus. One pupil will stand before a map of the 
Wilderness Wanderings, or a modern map showing 
Egypt and Palestine, and locate the points of interest 
as they are mentioned. The “Conductor,” or 
Business Manager, will tell the sights which Dick 
saw, connecting them with the Bible story, or 
calling upon certain pupils, previously designated, 
to fit in the proper sections of the narrative. Allow 
the rest of the “party” to keep their “guide-books” 
open and to supply any details that may be omitted. 

When the “party” has at last landed safely, the 
remainder of the time should be occupied by a 
brief review of the Commandments and a discussion 
of their purpose. What simple rules of daily living 
would we wish to add to them to make us healthy 
and useful companions at home, at school, and at 
play? List a few rules for general health for home, 

57 


A TRAVEL BOOK FOR JUNIORS 


for school, for play, and have the class decide on 
the two most important ones in each group. Call 
attention to one more command in the lesson, the 
charge of Moses to Joshua. Joshua, they will 
recall, was one of the two spies who had shown 
courage, and was therefore permitted to enter the 
promised land. Lead the class to accept this rule 
also for themselves. They may wish to choose it 
as their motto and to use it as the closing verse 
to be repeated together after each lesson. 

Activity: Journal: Have each pupil head a page 
with the words “To be Strong.” Under it he may 
write the Ten Commandments, and the eight rules 
chosen by the class; also the charge to Joshua. 
Paste in pictures of airplanes and briefly tell of the 
trip. 

For the next lesson ask the Dragoman to be 
prepared to take the part of Arab guide, appearing 
in native costume if possible. If thought wise, 
a light lunch may be provided. A cheese sandwich 
of brown bread and a slice of orange apiece would 
be sufficient. This is a good opportunity for an¬ 
other out-of-door lesson. The Business Manager 
may suggest that very light clothes be worn in 
anticipation of hot weather. Give as a personal 
assignment to one pupil the story of the good 
Samaritan. 


TEACHER’S MANUAL 


CHAPTER XIV 

TWO STRANGE SWIMMING PLACES 

In preparing this lesson the teacher will be richly 
repaid by a careful study of the descriptions in 
Smith’s Historical Geography of the Holy Land. 

Aim: To-day’s chapter is so rich in material 
that its main purpose may easily be lost sight of 
in some particular emphasis. It aims to bring out 
certain remarkable physical features in Palestine, 
and to develop an appreciation of the sacred asso¬ 
ciations that cluster about the Jordan River Valley. 
It should also take up the thread of Old Testament 
narrative that is running through this group of 
lessons, rounding out the story of the Wilderness 
Wanderings with the safe arrival of the Israelites 
in the promised land, and leaving the thought that 
God has fulfilled his promises to his people. 

Points of emphasis: 

The Samaritan on the Jericho road. 

The wilderness of John the Baptist’s preaching 
and of Jesus’ temptation. 

The strange Jordan Valley and the Dead Sea. 

The swift, downward course of the Jordan. 

The place of Jesus’ baptism. 

The three Jerichos. 

The entrance of the Israelites into Palestine. 

Procedure: Open the lesson with the story of 
the good Samaritan told by the pupil to whom it 
was assigned. Let the Arab guide now make his 

59 


A TRAVEL BOOK FOR JUNIORS 


appearance, in costume if possible, and proceed 
to guide the “party” to the Jordan River, calling 
attention to the physical features of the wilder¬ 
ness and the Jordan Valley. At appropriate places 
he may call for members of the “party” to read 
references (John the Baptist, Matthew 3. 1-6; the 
temptation of Jesus, Matthew 4. 1-11), and ask 
the Geographer to point out the places mentioned. 
His presentation will close with their arrival at 
the banks of the Jordan, and the light lunch, if 
such has been provided. 

The teacher, as “Mr. Williams,” will now take up 
the story and proceed to put upon the board a 
diagram showing the cleft of the Jordan Valley, 
giving the facts as presented in the lesson. Call 
for the reading of John 1. 28, 29. Proceed to the 
location and description of the three Jerichos, and 
close the session with a vivid story of the fall of 
Jericho and the final entrance of the Israelites into 
the land which God had promised them. Before 
parting have the class stand with hands joined, 
forming a circle, and repeat together the charge 
to Joshua. 

Activity: Journal: Briefly describe the trip to 
the Jordan Valley. Copy from the board the dia¬ 
gram showing the cleft of the Jordan Valley. Mark 
Jericho upon the notebook map. If the guide has 
succeeded in costuming himself well, the Photog¬ 
rapher may be interested in taking his picture, from 
which negative each pupil can secure a print for 
his journal. 

This lesson marks the end of the second group. 
Notebooks should be handed in for inspection. 

60 


3000 



The CLEFT of the JORDAN VALLEY and the DEAD SEA 

























A TRAVEL BOOK FOR JUNIORS 


Personal assistance should be given to those who 
have found difficulty in keeping the journals up 
to date. Help the class to “start even” on the 
next group. The Business Manager should have 
prepared by the next session tickets for eight more 
lessons. 


CHAPTER XV 
TENT DWELLERS 

In the next eight chapters the main thread of the 
Bible narrative is still in the Old Testament. There 
are no extended trips as in the preceding groups 
of lessons, but each point visited is associated with 
some important person or event in Hebrew history 
after the entrance into the promised land and 
before the birth of Jesus. With these lessons the 
distinctively Old Testament material is completed. 

References: Founders and Rulers of United 
Israel , Kent (Historical Bible); The Geography of 
Bible Lands , Crosby; Hebrew Life and Times , 
Hunting; The Peasantry of Palestine , Grant; His¬ 
torical Geography of the Holy Land , Smith; Repre¬ 
sentative Men of the Bible , Matheson; The Prophets 
of Israel , Willett; The Dramatization of Bible 
Stories , Miller; Bible Dictionary , Hastings. 

Aim: The purpose of this chapter is to acquaint 
the pupil with certain groups of people in Palestine 
to-day, and with this background to enable him 
to visualize the story of Gideon and the period of 

62 


TEACHER’S MANUAL 


the Judges. It aims also to show God helping, 
against great odds, the one who answers the call 
to service, and should stimulate the desire to be 
the sort of “stuff” from which Gideons are made. 

Points of emphasis: 

The three classes of people in Palestine. 

The visit to the Bedouin tent. 

Gideon’s call. 

His selection of a brave army. 

His strange method of attack. 

The reason for “Judges.” 

Procedure: After making the proper connection 
with the previous lesson, read this chapter aloud, 
calling for the Bible references from the pupils. 
After the reading discuss Questions i and 2. Call 
upon a pupil to tell the story of Gideon’s call, and 
a second to describe the choosing of his army and 
his conquest of the Midianites. How does one 
account for this transformation of a young farmer 
into a shrewd and fearless captain? Judging from 
the size of the armies would one expect Gideon 
to defeat the Midianites? Will God give us strength 
in hard times of testing? Do such times ever come 
to us? Call for volunteers to take the parts of 
Gideon and the stranger, and have a spontaneous 
dramatization of Gideon’s call. 

Activity: The Business Manager will have in 
readiness the tickets for the next eight “excursions” 
to be given out to the class. Notebooks should be 
returned with opportunity for brief comment and 
questions. 


63 


A TRAVEL BOOK FOR JUNIORS 


Ask the pupils to turn to their Bibles and their 
textbooks and note the books of the Bible they 
have been following so far in their lessons. Have 
each one head a blank page, or two opposite pages 
in his journal, “Bible Readings in Palestine,” and 
under it make three columns, one for the chapter 
number, second the name of the book of the Bible, 
and third a key-word, or descriptive title, sug¬ 
gesting the content of the reference. There are a 
number of references in the textbook which are 
not noted at the foot of the page. Ask the pupils 
to see how many references (including footnotes) 
they can locate and list in their journals before the 
next session. 


CHAPTER XVI 

THE HOME OF SAUL 

The teacher should not enter upon this lesson 
without having carefully read over again the story 
of Saul’s life both in the Bible and in some outside 
source. (For “References,” see Chapter XV.) He 
should also have in hand his own list of Bible ref¬ 
erences drawn from the previous lessons by which 
he may check the lists made by the pupils in their 
journals. (See assignment, Lesson XV.) 

Aim: The purpose of this chapter is to give 
further glimpses of the physical aspects of Palestine, 
and of the life of the women of the country; also 
to show that a man in high position may be dragged 

64 


TEACHER’S MANUAL 


down by jealousy, but a true friend forgets his 
own interest in helping another; and to foster the 
desire to be a true friend and one worthy of posi¬ 
tions of trust. 

Points of emphasis: 

The climate of Palestine. 

Facts regarding the women of Palestine. 

The anointing of Saul. 

His reign at Gibeah. 

His jealousy of David. 

David’s escape with Jonathan’s aid. 

The death of Saul and Jonathan. 

Procedure: The class will open with a rapid-fire 
report of the total number of Bible references dis¬ 
covered in the lessons so far and the number of 
books of the Bible from which they have been 
taken. As each book is first mentioned list it on 
the board, putting a mark after it for each reference 
reported. The aim here is not so much to learn 
references as to give the pupils some realization of 
how widely they have been using their Bibles and 
how the main thread of Old-Testament narrative 
follows through the first few books. 

Open the lesson of the day with a discussion of 
the climatic conditions in Palestine, recalling the 
heat of the Jordan Valley, and the arid conditions 
of the dry season. What months would one best 
choose for travel in Palestine? 

Most of the pupils have taken hikes. What 
gave them greatest pleasure, the incidents along 
the way or the thought of the goal in view? What 
did Dick learn in the course of his walk? What 

65 


A TRAVEL BOOK FOR JUNIORS 


was his goal? Ask the class to locate Gibeah on 
the map on page 60. 

Quickly assign the Bible references given below 
for silent reading in preparation for telling the 
story they contain. Those not receiving assignment 
may read over the story in the textbook. After a 
brief interval of study call for the references in 
the order given. 


I. 

1 Samuel 9. 1-10. 

6. 

1 Samuel 18. 1-5. 

2. 

1 Samuel 9. 15—10. 1,9. 

7. 

1 Samuel 18. 6-9, 27-29. 

3 - 

1 Samuel 11. 

8. 

1 Samuel 20. 17-42. 

4 - 

1 Samuel 16. 1-13. 

9 - 

1 Samuel 31. 1-6. 

5 - 

1 Samuel 17. 40-51. 




Following the stories 

draw 

from the pupils a 


comparison of the characteristics of Saul, David, 
and Jonathan. Remind the class that Jonathan’s 
assistance to David meant that he himself would 
never become king. Did he have cause for jealousy? 
Jealousy was Saul’s undoing. He is remembered, 
not for his valor, but for his weakness, while 
Jonathan has come down through the years loved 
and admired for his unselfish loyalty. 

Activity: Should there be time enough left, divide 
the class into two sections as for charades, and 
allow each section to act quickly in pantomime one 
of the incidents in the text or the Bible story, 
allowing the opposite side to guess. 

Journal: Have the pupils enter Ramah and 

Shiloh on the maps in their notebooks, and also 
write answers to Questions i and 4. 

It was the love in the heart of Jonathan which 
shut out the possibility of the jealousy which em¬ 
bittered Saul. Love grows with expression. Encour- 

66 



TEACHER’S MANUAL 


age the pupils to look for those things which they 
can love and admire in their comrades, and to 
give frequent expression to their appreciation of 
the fine qualities and achievements of others. The 
cultivation of the high art of seeing the good in 
others will crowd selfishness and jealousy to the 
wall. 


CHAPTER XVII 

WHERE RUTH GLEANED IN THE FIELDS 

This is the one lesson in the course in which a 
woman is the central figure. It is, therefore, of 
importance that the beauty of Ruth’s character 
and full measure of her loyalty be made to stand 
forth clearly. Especially for the boy of ten, in 
whose estimation girls do not usually stand very 
high, it is most wholesome to turn the atten¬ 
tion for the time to a fine type of womanhood, 
bearing the marks of the heroic loyalty which he 
is coming to admire in men. 

References: Representative Women of the Bible, 
Matheson; The Dramatization of Bible Stories , 
Miller. 

Aim: To visit with the class the fields of Beth¬ 
lehem and so to present the story of Ruth in its 
local setting that she will walk before them and 
they will almost hear her voice; to win admiration 
for Ruth’s qualities of courage and loving fidelity 
to Naomi, and so to encourage more sympathetic 

67 


A TRAVEL BOOK FOR JUNIORS 


and loving family relations, and an especially tender 
regard for older persons. 

Points of emphasis: 

Interesting observations on the hike to Bethlehem. 

Ruth’s devotion to Naomi and their return to 
Bethlehem. 

Ruth helping to care for Naomi by gleaning in 
the fields. 

Winning the attention and respect of Boaz. 

The marriage of Boaz and Ruth, and the birth of 
Obed, grandfather of David. 

Procedure: The lesson may be opened by having 
the Geographer trace the hike to Bethlehem, point¬ 
ing out places mentioned in the text. Then ask 
the class to turn to their Bibles and read aloud the 
entire story of Ruth, one paragraph to a pupil. 
The teacher will then sketch as vividly as possible 
the circumstances of Ruth’s departure from Moab, 
showing what a crisis this was in Ruth’s life. It 
is not clear to the average junior, with his love of 
adventure, that such a journey entailed any sacri¬ 
fice. He needs to understand that the yawning 
cleft of the Jordan Valley and the Dead Sea was 
as great a dividing line as the Atlantic Ocean is 
to-day—even greater; that Ruth gave up prospects 
of a comfortable home life, and possible riches, for 
a life of poverty among strangers; also, that the 
surrender of her own religion for the worship of 
Jehovah, saying, “Thy God shall be my God,” 
was a momentous break with the life of her own 
people. Note in this connection that not only 
did Ruth show a wonderful loyalty to the mother 

68 


TEACHER’S MANUAL 


of her deceased husband, but also Naomi herself 
must have been in her life a beautiful witness of 
the power of faith in the true God, to lead Ruth to 
adopt voluntarily this new religion. Note also that 
the name “Naomi” means “pleasant,” while “Mara,” 
the name which Naomi suggests, means “bitter.” 

Follow this with a call for volunteers for a spon¬ 
taneous dramatization of Naomi’s return to Beth¬ 
lehem. The characters will be girls except for 
such boys as may be included in the company who 
receive them at Bethlehem. The enacting of the 
two simple scenes, the departure from Moab and 
the arrival at Bethlehem, may serve to impress 
upon the pupils the quality of Ruth’s devotion in 
Naomi’s time of grief. 

Following the dramatization discuss briefly Ques¬ 
tion 2. Turn to i Corinthians 13 (American Stand¬ 
ard Version) and read it aloud. Did Ruth have 
this “greatest thing in the world”? It led her to 
give up everything for the sake of Naomi. If we 
let it control our lives how will it affect what we 
do? Will it make our relations to those in our own 
families more tender and helpful? 

Ruth was young and could claim the right to 
live her own life independent of Naomi, whose life 
was almost lived out, but love made her forget 
her own claim, and to give herself in comfort and 
help to the older woman. 

Activity : The last thought suggested above may 
lead to a discussion of how boys and girls can lend 
their young strength in making the work of the 
home less burdensome and more joyous for the 
other members of the family, and also how they 
may reach out in love and cheer to aged and afflicted 

69 


A TRAVEL BOOK FOR JUNIORS 


persons. Are there shut-ins in the town to whom 
attention can be paid? Is there an Old People’s 
Home nearby where dainties can be sent or where 
a young person would be welcomed to read aloud or 
sing? Send the class out to hunt for such opportu¬ 
nities and report at the next session. Do not fail to 
follow up reports where possible by definite action 
on the part of the class or of individual members. 

Journal: Ask the class to write briefly the story 
of Ruth, and to answer Questions 4 and 6. Moab 
and Bethlehem should both be entered on the map. 


CHAPTER XVIII 

WHERE A SHEPHERD BOY WAS 
ANOINTED KING 

This lesson calls for most careful planning in 
advance with a definite time schedule, owing to 
the large amount of material to be gone over. The 
first two sections are of value, but it is the last 
one which should leave the most lasting impression. 
David is naturally a hero for this age group. From 
this lesson the pupils should see him stand forth 
clearly as one whose leadership was due to the 
goodness of his life, and his faith in Jehovah. 

References: Moral Leadership of Israel , Willett; 
Representative Men of the Bible, Matheson. 

Aim: To give reality to the events of history 
connected with Bethlehem, and to stir the mind 
and heart with its associations with three great 

70 


TEACHER’S MANUAL 


characters. To make the personality of David 
in particular grip the imaginations of the pupils 
and strengthen the determination to live the kind 
of a life in boyhood and girlhood that shall prepare 
for a strong and worthy manhood and womanhood. 

Points of emphasis: 

The market place at Bethlehem. 

Dick’s experience in a Syrian home. 

The visit to the Church of the Nativity. 

The anointing of David, the youngest son. 

David’s loyalty to Saul, even as an enemy. 

David as king. 

David as poet and musician. 

Procedure : This lesson naturally divides itself into 
three parts. First, the street scenes and Dick’s 
dream on the housetop; second, the visit to the 
Church of the Nativity; and third, the stories of 
David. The last contains the main Bible material. 

The interesting points of the first part may be 
brought out by question and answer. Dick’s dream 
is based on i Samuel 17. 34, 35. Have some one 
read these verses and tell under what circumstances 
they were spoken. It was not mere accident that 
David had the courage and the skill to slay Goliath. 
He had been practicing with wild beasts out on 
the lonely hillside as he did his daily work. 

Let some one tell Dick’s experience in the Church 
of the Nativity. Why was he constrained to kneel? 
Are there times when God seems to call us to wor¬ 
ship? Can a lovely story, a beautiful picture, or 
sweet music do that for us? What about the church 
service when we follow it sincerely? 

7 1 


A TRAVEL BOOK FOR JUNIORS 


Before proceeding to the third section ask one 
or two review questions about Ruth and about 
Saul, to make the necessary connection. Also use 
Mr. Williams’ statement at the bottom of page 149 
to make the transition from the previous section. 
Then develop the story of David from the Bible 
by assigning the following references for reading 
aloud: 

1 Samuel 16. 1-13—The anointing of David. 

1 Samuel 17. 17-49—David and the giant. 

1 Samuel 22. 1, 2-—David at Adullam. 

1 Samuel 26. 2-25—David spares Saul’s life. 

2 Samuel 5. 1-5; 8. 13, 14—David as king. 

By comment and question as the Bible reading 
progresses, build up before the pupils the picture 
of a fearless and pure-hearted lad gaining the love 
of the people, and finally becoming their great 
leader by the very strength of his goodness and 
his faith in Jehovah. Ask the class to commit to 
memory 1 Samuel 16. 7b. 

Activity: Journal: Have the pupil copy the 
memory verse as the heading to the lesson, and 
under it tell briefly the incident in David’s life 
which most appeals to him, giving reasons for his 
preference. Enter on the map of Palestine the 
Vale of Elah (see map, p. 60). 

Receive and act on reports concerning oppor¬ 
tunities to help shut-ins and aged persons. 

Ask each one to answer roll call at the next lesson 
with one of Solomon’s proverbs. 


72 


TEACHER’S MANUAL 


CHAPTER XIX 

A WONDERFUL ROCK 

The thought of worship was touched upon in 
the preceding chapter. A study of the site of the 
Temple at Jerusalem opens the subject again and 
gives large opportunity through a sympathetic 
interpretation of Jewish worship to turn the atten¬ 
tion to the value and importance of Christian 
worship in our churches. Jesus did not become 
acquainted with the Temple until he was twelve 
years of age because he was too far away. But 
the majority of boys and girls in America may 
find a house of worship near at hand. Jesus sought 
the Temple with eagerness and forgot to start home 
in the earnestness of his search for knowledge. 
May we not seek God’s house with the same eager¬ 
ness? Then we shall surely come to know him 
better through joining with others in worshiping 
him there. 

References: Jerusalem in Bible Times , Paton; 
Training the Devotional Life , Weigle and Tweedy. 

Aim: This lesson affords opportunity to develop 
an appreciation of the grandeur of the ancient 
Jewish Temple worship, and a sympathetic respect 
for the loyalty of these people to their religious 
customs. Above all, it should lead the pupil to 
a deeper reverence for his own church and a more 
personal participation in its services of worship. 

Points of emphasis: 

x. The history of the rock of sacrifice, 

73 


A TRAVEL BOOK FOR JUNIORS 


2. The building of the first Temple. 

3. Solomon, wise man and writer. 

4. The three temples. 

5. The boy Jesus in the Temple. 

6. The love of the Jews for their place of worship. 

Procedure: Roll call will be answered with 
proverbs from Solomon, as previously assigned. 
Introduce the lesson with a few questions regard¬ 
ing our churches and their services. Discuss which 
parts of the church service inspire the most rever¬ 
ence, what songs help one to this attitude, the value 
of personal participation in developing the spirit 
of worship, and so on. Then consider the differ¬ 
ences and similarities between the ancient Jewish 
and the present Christian worship, such as the 
custom of sacrifice, the one central place of wor¬ 
ship as contrasted with our many churches. Do 
not dwell long upon this discussion, but pass on to 
the description of the Hebrew Temple, prefacing 
it with Dick’s picture of the building which now 
stands upon the Temple Area. 

Develop the lesson according to the “Points 
of Emphasis.” Let the pupils verify Dick’s state¬ 
ment about the first temple by reading 1 Kings 4. 
29-34; 5. 8, 9 and 6. 7. In discussing Solomon call 
for the reading of Proverbs 3. 1-6. Put on the 
blackboard a plan of Herod’s Temple, showing 
the three courts, the altar, and the Holy of Holies. 

In connection with the sixth point of emphasis, 
study the picture on page 159. At the close of 
the lesson pass out copies of Hofmann’s “Christ 
Among the Doctors” (Brown 92). 

Activity: Journal: Paste in the picture of “Christ 

74 



















































































A TRAVEL BOOK FOR JUNIORS 


Among the Doctors.’’ Copy from the board the 
diagram of the Temple. Write the answers to 
Questions i, 2 and 5. Copy down and commit 
to memory Psalms 24. 3-4 or Proverbs 3. 1-6. 

Ask the pupils to take paper and pencil to church 
the next Sunday and note down the points of the 
service which they most enjoyed. 

The Geographer should be prepared for the 
next session with a wall map of Palestine in the 
time of Jesus, or with an outline map on the board 
showing Judaea, Samaria, Shechem, and the road 
from Jerusalem. 


CHAPTER XX 

THE COUNTRY OF THE SAMARITANS 

Again in this lesson we are embarrassed with a 
wealth of material, for we come in our travels to 
another of the places most rich in biblical associa¬ 
tions. While, as previously stated, history is not 
of particular importance at this age, yet some 
attempt should be made to keep the line of sequence 
clear in order that the pupil may understand the 
reasons for the animosity of the Jews toward the 
Samaritans, and the lessons to be drawn from 
Jesus’ attitude. There is also much in the lesson 
to help complete the picture of peasant life in 
Palestine, and new points in the physical geography 
of the country. 

References: The Samaritans , Montgomery; The 
Peasantry of Palestine , Grant; Smith’s Historical 

76 


TEACHER’S MANUAL 


Geography; The Missionary Education of Juniors , 
Hutton. 

Aim: The purpose of the lesson is threefold: 
(i) To give to the pupil a picture of peasant life 
and the physical features of Samaria; (2) to lead 
his thought of worship a step further, showing 
true worship as dependent upon the inner desire 
to pray, rather than upon temple or church; and 
(3) to develop an attitude of generous friendliness 
toward all those of other nationalities. 

Points of emphasis: 

1. The visit to the peasant’s hut. 

2. Jesus’ teaching about worship at the Well of 
Samaria. 

3. The sacred associations of the Samaritan 
country. 

4. The reason for the Jews’ dislike of the Samar¬ 
itans. 

5. Jesus’ attitude toward the Samaritans. 

Procedure : If a Sunday has intervened since 
the last lesson, this hour will be opened with a 
report on the notes made in the church service 
(see previous assignment). If not, these reports 
must be heard without fail at the next session. 
The notes of the pupils may precipitate some inter¬ 
esting comments. But even without them the 
lesson may be introduced with a review question 
regarding Jewish worship. Then ask what guidance 
Jesus gave about true worship. Where was he when 
he gave it? 

Before going further with the story ask the 

77 


A TRAVEL BOOK FOR JUNIORS 


Geographer to point out on the map Judaea, Samaria, 
and the road from Jerusalem. Let some one tell 
how Dick happened to be at the well of Samaria, 
giving a description of the peasant hut he visited. 
Briefly touch upon Question 2. 

Now take up the story of the woman of Samaria. 
What else was Jesus teaching besides the lesson on 
worship? Why were the disciples astonished? 
Locate the two important mountains with Shechem 
between. What four good reasons did the Samar¬ 
itans have for holding this region sacred? Try to 
make clear what happened during the captivity in 
Babylon. Is something like that happening in 
certain towns in the United States where foreigners 
are settling in large numbers? Discuss the atti¬ 
tude of some persons toward those who are different 
from themselves. Consider Question 4. Did Jesus, 
as a Jew, assume superiority over the Samaritan? 
What did he show about these people in the story 
of the good Samaritan? Encourage comment about 
the fine qualities of playmates or acquaintances of 
other nationalities, or of foreign-born parentage. 

Activity: Journal: On the map of Palestine 

enter Judaea, Samaria, Shechem, and the route 
from Jerusalem (map, page 60). Write the answer 
to Question 7. Also note down the number of 
foreigners or those of foreign parentage known to 
the pupil, and name the nationality. 

Dick planned for good times with Tony. Ask 
the pupils in the coming days to watch for (1) the 
good traits and abilities of foreigners they know, 
and (2) for opportunities to be friendly. 


78 


TEACHER’S MANUAL 


CHAPTER XXI 

A LITTLE GROUP OF FAITHFUL PEOPLE 

These two lessons on the Samaritans provide one 
of the chief opportunities to develop the thought 
of world brotherhood, and the missionary spirit 
of helpfulness and good will toward all the mem¬ 
bers of the world family. They should not fail to 
lead into concrete expressions of friendliness and 
service. Use as references for outside reading by 
the children: Giovanni , by Ferris; Stories of Brother¬ 
hood , by Hunting; Everyland (a children’s mission¬ 
ary periodical found in many public libraries). 
For the teacher, use references given in the pre¬ 
vious lesson. 

Aim: To picture the life in a leading town of 
modern Palestine; to make the pupils acquainted 
with the Samaritans, their ancient Bible, and their 
Passover festival which offers so strong a proof 
of the genuineness of the Old Testament; to win 
an appreciation of the noble picture of unswerving 
devotion to one’s religion, in the loyalty of the 
modern Samaritans to their faith in spite of all 
the hatred and persecution of the centuries. 

Points of emphasis: 

The description of Nablus. 

The visit to the Samaritan synagogue. 

The Samaritan Passover on Mount Gerizim. 

Native customs as shown by the dinner in the 
merchant’s home. 

The contrast between the merchant’s life and 
that of the Samaritans. 


79 


A TRAVEL BOOK FOR JUNIORS 


Procedure: Open the lesson with a brief map 
drill locating the towns and villages already visited. 
The pupils should consult the handmade maps of 
Palestine in their notebooks to see if the important 
towns have been put in. 

With the help of the class review the important 
points about the ancient town of Shechem and 
the surrounding country. Recall the reason for 
the ill feeling between Jews and Samaritans. Draw 
from the pupils a description of modern Shechem, 
or Nablus, and the attitude of the people toward 
the Samaritans. Call upon one pupil to describe 
the visit to the synagogue, answering Question 2. 
Ask another to tell of the visit to Mount Gerizim 
and the Samaritan Passover. Emphasize the stead¬ 
fast loyalty of this remnant of a people to their 
ancient beliefs and customs even in the face of 
serious deprivation. Draw the final picture of the 
dinner in the merchant’s home with all the richness 
of color and detail possible. Strive both to bring 
out the interesting customs described and to present 
the contrast with the barren life of the poverty- 
stricken Samaritans. 

Round out the lesson with a discussion of what 
things are worth while suffering for. What is the 
greater test of courage, a sudden emergency or long 
endurance for what one believes is right? Thousands 
have come to the United States from other coun¬ 
tries ready to undergo hardship in order to realize 
certain ideals of freedom and equal opportunities to 
work and gain an education. Do they always find 
sympathy and help? Do we in America sometimes 
add to their hardships? How? Which kind of cour¬ 
age do they have? How can we make their way easier? 

80 


TEACHER’S MANUAL 


Activity: Journal: Answer Questions 2 and 4. 
Write a letter telling as fully as possible about the 
Samaritans. 

Ask the class to find out if they can the names 
of the major and minor prophets and to bring the 
list to the next session; also to be prepared to recite 
from memory the books of the Old Testament. 
Assign to one pupil the story of Elijah and the 
prophets of Baal. 

CHAPTER XXII 

SPEAKERS FOR GOD 

This is the last chapter in which Old Testament 
material predominates, the closing lessons of the 
textbook being given over to the thought of Jesus 
as he lived and taught in Palestine. The teacher 
whose heart is kindled by the thought of the heroic 
mission of the ancient prophets will be able to 
use this class period to stir his pupils with pictures 
of these rugged men, standing forth to warn and 
plead with the people before their downfall, com¬ 
forting them through their captivity, and pointing 
to a great hope for the future. The climax of the 
lesson will be “The Messiah is coming.” Time 
should be reserved at the close to plan for a suit¬ 
able observance of the coming of Jesus, either in 
connection with the next session or at some special 
time. 

References: The Prophets of Israel , Willett; 
and Prophecy , Prophets , in Hastings’ Bible Dic¬ 
tionary. 


81 


A TRAVEL BOOK FOR JUNIORS 


Aim: By vivid local settings and the retelling 
of ancient events to impress the class with the 
tremendous work of the old prophets in rebuking 
sin, strengthening faith, and pointing to a Saviour 
to come; to help them to an understanding that 
God has had in all ages his prophets to speak for 
him and to call his people to right living; to awaken 
a desire in each pupil to be worthy of bearing God’s 
message in his own environment, as the prophets 
did in theirs. 

Points of emphasis: 

The ruins on the hill of Samaria. 

The story of Elijah and the prophets of Baal. 

The mission of the Old-Testament prophets. 

Jeremiah’s prophecy of hope that became clear 
during the captivity. 

Procedure: Open the study period with a brief 
drill on the books of the Old Testament as pre¬ 
viously assigned. Let the Geographer introduce 
the lesson of the day by again locating Samaria and 
the town of Nablus, and pointing out the road 
northwest to the ancient town of Samaria. The 
teacher may then proceed to a description of the 
ruins on the hill of Samaria, dwelling upon the 
glory of Samaria in the time of Herod, when 
Christ was born, and then going back eight hun¬ 
dred years before to the time of Ahab’s palace. 
Try to make clear that there were two kingdoms 
at that time and that Samaria was the capital 
of the northern kingdom. Sketch the growing 
wickedness of the people in Ahab’s reign, then call 
upon the pupil to whom was assigned the story 

82 


TEACHER’S MANUAL 


of the offering on Mount Carmel. Ask the other 
pupils to open before them during the telling the 
map on page 60, imagining themselves on the hill 
of Samaria looking across the sweep of the Plains 
of Dothan and Esdraelon toward Mount Carmel. 

Following the story raise the question as to why 
Elijah felt compelled to come forth and proclaim 
God’s message. Discuss the methods of the proph¬ 
ets, the burden of their message up to the terrible 
fulfillment in captivity, and then the note fore¬ 
telling the coming of Jesus. 

Call for the reports of the major and minor 
prophets and list them on the board. Use three 
minutes for a brisk contest in locating the various 
books. Add to the list on the board names of 
prophets for whom no book is named, such as Elijah, 
Elisha, and Samuel. 

Discuss Dick’s final question, and the kind of 
man whom God is able to use to bear his messages 
of warning and hope. Encourage the pupils to 
look about them for men and women who dare 
to "speak out against wrongdoing and to point 
out God’s way of life. Refer again to the great 
Messianic prophecy that rang down through the 
centuries, and note that the next chapter treats 
of the fulfillment of that hope, the coming of Jesus. 

Activity: Journal: Copy in the lists of the major 
and minor prophets. Tell the story of Elijah and 
the prophets of Baal. 

Discuss with the class special ways to observe 
Christ’s birthday. If this course is studied during 
the summer, a “summer Christmas tree” celebra¬ 
tion would be most appropriate. (See Playing the 

83 


A TRAVEL BOOK FOR JUNIORS 


Game , the Program Guide, No. Ill, prepared by 
Lois R. Robinson for the Daily Vacation Church 
School, or Things to Make, by Gertrude Hutton.) 
If this is a winter course, the Christmas lesson 
should be taught as near the Christmas season as 
possible, taking it out of order if necessary. Or it 
may be taught in order and a special observance 
planned at the appropriate time. Consider with 
the class possibilities for making and sending gifts, 
and let the pupils vote where the gifts shall go: 
to a needy family, to children in a hospital, an 
orphanage, a mission station, or wherever they 
feel the need is greatest. Make definite arrange¬ 
ments for the successful carrying out of this project. 

From the “Things to Find Out” in the next 
chapter assign Number 2 to an individual pupil, 
and 3 and 5 to the entire class. 

The Business Manager should have in readiness 
at the next session tickets for the remaining lessons. 

Notebooks should be inspected. 

CHAPTER XXIII 

CHRISTMAS IN BETHLEHEM 

Our “party” has been in Bethlehem before, but 
now it is a different place, transformed by the 
crowds assembled for the Christmas celebration. 
The story of the birth of Jesus should come to 
the pupils with a fresh appeal as they imagine 
themselves among the earnest pilgrims on the very 
ground where the event took place centuries ago. 

Aim: To enable the pupil to see through another 

84 


TEACHER’S MANUAL 


boy’s eyes the scenes of the Christmas story, to 
experience something of the wonder and thrill of 
the Christmas Event, and to catch the Christmas 
spirit of love and service. 

Points of emphasis: 

The description of Bethlehem in the Christmas 
season. 

The evening at the mission school. 

The service at the Church of the Nativity. 

The journey from Bethlehem at night, recalling 
the Christmas story by the way. 

Dick’s own Christmas. 

/ 

Procedure: Have the study period open with the 
party already at the orphanage in Bethlehem, sup¬ 
posedly at the supper table. A belated member 
of the group hurries in and enthusiastically describes 
what he has seen as he came through the streets 
of Bethlehem (page 183). Let the teacher, as “Mr. 
Williams,” tell of the Russian pilgrim. Following 
supper, the “party” joins with the members of 
the “school” in singing “O Little Town of Beth¬ 
lehem,” and in a brief prayer that this Christmas 
Eve may bring a new love for Jesus, and under¬ 
standing of what his coming has meant to the 
world. Some one may comment here that the 
orphanage itself is due to the spirit of Christ in 
the world. 

The “party” now attends the Christmas service. 
One member may describe the scenes in the church. 
The teacher or some one who can take the part 
with dignity may impersonate one of the priests 
reading aloud from the Gospels as if to a great 

85 


A TRAVEL BOOK FOR JUNIORS 


church full of people. The first fourteen verses of 
Luke 2 will be sufficient to give the desired touch. 

Finally the “party” goes out on the hillside for 
the homeward walk. From here on the teacher 
should guide the lesson carefully. Note the calm 
of the night in contrast to the feverish excitement 
and the crowds within the church. Picture the 
brilliant stars above, and the watching shepherds; 
listen to the far-off bleat of the sheep and tinkle 
of the camel’s bell. When the proper atmosphere 
has been created, suggest that the class sing softly 
“Silent Night.” Then picture the travel-worn 
couple, faithful Joseph and the gentle Mary, finish¬ 
ing the end of their journey from Nazareth and 
wearily entering crowded Bethlehem. Ask half 
of the pupils to open their textbooks to the story 
of Dick’s walk by night to Jerusalem, and the 
other half, their Bibles to Luke 2. Let the pupils 
of the first group read aloud from the text beginning 
with the second paragraph on page 188 and ending 
with paragraph three, page 190. As the references 
to the Bible story occur, the second group will read 
the corresponding verses. The places to pause for 
Bible references should be carefully marked in 
advance in the textbook by the teacher. Pass 
out to each member a picture of the “Sistine 
Madonna” (Brown 93), or Correggio’s “Holy Night” 
(Brown 171). While the pupils are looking at 
the pictures raise the question as to what wonderful 
prophecy the birth of Jesus was said to fulfill. 
Sketch briefly the reasons for the unhappiness of 
the Jews, their restlessness under the Roman rule, 
their great hope of a deliverer. Give only enough 
to show the depth of their longing for the prom- 

86 


TEACHER’S MANUAL 


ised Messiah. Was Jesus the real Messiah? Was 
he the kind of deliverer the Jews expected? Draw 
from the class some of the most outstanding results 
of his coming to the world. He brought the king¬ 
dom of “good will to men” upon earth. Wher¬ 
ever his way of life is followed there is good will 
and all the train of helpful ministries that go with it. 

Discuss Question 4. This should lead naturally 
into a consideration of the right and wrong ways 
of observing Christ’s birthday, and the need of 
perpetuating the spirit of joy and service through 
the entire year. 

Close the session by singing “Joy to the World,” 
or another verse of “Silent Night.” 

Activity: Journal: Paste in the Christmas pic¬ 
ture, and below it copy the song “0 Little Town 
of Bethlehem.” Answer Question 4. 

Let the class proceed to carry out further their 
plan for a special Christmas observance. If gifts 
have been brought at this time for a specific pur¬ 
pose, pack them carefully and arrange for certain 
members to send or deliver them to their destination. 

Tickets for the remaining sessions should be 
given out. 


CHAPTER XXIV 

WHERE THE BOY JESUS LIVED 

Strive to make this lesson a most sympathetic 
and appealing picture of the boy Jesus, his home 
life, his work, his playground of flower-bedecked 
hills; and then his coming into manhood; his com- 

87 


A TRAVEL BOOK FOR JUNIORS 


forting talks to heart-weary people, and his one 
tragic return to the town of his boyhood, when, 
stirred with the conviction of God’s will for him, 
he pours forth to his own people the proclamation 
of his mission, and they return his confidence with 
a scornful attempt to drive him from their midst, 
and even to take his life. 

References: Article in Bible dictionary on “Naz¬ 
areth”; Smith’s Historical Geography; The Flowers 
and Trees of Palestine , Temple; The Jesus of His¬ 
tory, Glover; The Life of Jesus , Rail; The Life of 
Christ , Papini. 

Aim: To make real to these boys and girls more 
of the Bible history, through a horseback ride 
with Dick to Nazareth. To bring them face to 
face with the boy Jesus among his native hills: 
his love for flowers, the same that bloom there to-day, 
which spoke to him of a heavenly Father’s care; 
his schooling and his work as a carpenter boy, 
faithful attention to which was a preparation for 
the work to which his Father called him. To bring 
to their hearts a consciousness that as to the boy 
Jesus, so to them, God is speaking through the 
world about them, and that they too must respond 
to his leading. 

Points of emphasis: 

The trip to Nazareth with its ancient and modern 
points of interest by the way. 

The flowers on the hills where the boy Jesus 
played. 

What Dick saw in the town of Nazareth. 

Jesus’ boyhood and the trip to Jerusalem. 

88 


TEACHER’S MANUAL 


The return of Jesus to Nazareth during his 
ministry. 

Procedure: In this lesson the Dragoman again 
appears and will proceed to guide the “party” on 
their way to Nazareth. He will open the lesson 
by describing their equipment for the journey, 
and then proceed with the use of a wall map to 
point out the places of interest along the way. 
At each point of Old Testament association he 
will give the reference (see text), and the pupil 
first finding it in the Bible may read a few verses. 
Dwell a moment upon the description of the flowers 
about Nazareth and Jesus’ evident love of nature. 
What assurance did he read in the birds and flowers 
about him? Encourage the pupils to watch for the 
blossoming of some of the flowers mentioned and 
to leave space in their notebooks for pasting in a 
pressed poppy or anemone with the words, “A 
flower that Jesus loved.” Having arrived at Naz¬ 
areth, another pupil may be called upon to describe 
the town, and a third to tell of Jesus’ one recorded 
trip away from it when a boy. How long did Jesus 
work at his trade before starting on his ministry? 
What is the probable reason? Ask the entire class 
to look up Luke 4. 16-30 and follow it while the 
teacher reads aloud in the textbook from the top 
of page 197. Ask one of the pupils to find the 
prophecy in the Old Testament. Pass out to the 
class the picture of “Nazareth and the Hill Coun¬ 
try” (Wilde 182). 

Activity: Journal: See that the places mentioned 
on the trip are entered upon the map. Write a 

89 


A TRAVEL BOOK FOR JUNIORS 


description of the town of Nazareth, and paste in 
the picture. Remember to leave a space for pasting 
in a flower later if none are available now; or a 
wild poppy could be drawn in with crayons, or 
painted. 

If the weather is warm, plan, if possible, to have 
the next lesson out of doors. If it could be on 
the shore of some lake or stream, so much the better. 


CHAPTER XXV 

“COME, FOLLOW ME” 

This lesson is one of the high-water marks in 
the course. It should not be presented without 
most careful study and earnest prayer that the 
atmosphere of that early morning hour on Lake 
Galilee may be carried over into the heart of the 
pupil to deepen the purpose, which should already 
be formed there, to follow God’s leading in his 
life. The details of the lesson and the outline of 
its teaching should be so thoroughly mastered that 
the attention of the teacher may be centered upon 
the responses of individual children and the crys¬ 
tallizing of interest into resolve. Use references 
given in the previous lesson. 

Aim: To spirit this party of boys and girls on 
horseback by Dick’s side through Bible scenes to 
Galilee’s shore, and there to make them see the 
“glorious Stranger,” to walk with him and talk 
with him until the charm of his presence wins 
them as it did the disciples of old to his compan- 

90 


TEACHER’S MANUAL 


ionship, and makes them long more than anything 
else for the sense of his approval. 

Points of emphasis: 

The horseback trip to Galilee, with its points 
of Biblical interest. 

The first sight of Lake Galilee. 

The “morning watch” on the Galilaean shore. 

Where “following Him” led the disciples. 

The work of those who follow Him in Tiberias. 

What it means to follow Him to-day. 

Procedure: The opening of this lesson is similar 
to that of the one preceding. Again the Drago¬ 
man is in evidence and acts as guide to the “party,” 
possibly calling upon members of the “party” to 
look up and read the references regarding Cana, 
Mount Tabor and “Little Hermon.” Let some one 
describe the first sight of Lake Galilee. Try to 
bring out the picture vividly, supplementing the 
text by other descriptions found in the reference 
books. Have the pupils ever camped on a shore 
or gone to sleep with the sound of waves in their 
ears? Proceed by question and answer and reading 
from the Bible and the text to bring out what 
happened early the next morning. Note first of 
all that this early morning Bible reading and prayer 
is a habit cultivated by many followers of Christ, 
and that starting the day with him makes one 
more sensitive all through the day to his leading, 
and brings to many a sense of constant compan¬ 
ionship with him. Bring out the facts about fish¬ 
ing in Galilee, and picture the scene Dick saw that 
morning. Tell the story of the calling of the four. 

9i 


A TRAVEL BOOK F.OR JUNIORS 


They were only simple fishermen; did they prove 
worthy? Where did following Jesus lead them? 
Read aloud the last two paragraphs on page 205 
and the first on 206. Would we have been quick 
to follow him then? Are we willing to follow him 
now? What does following him mean to some 
Christians in Tiberias to-day? Let some one 
describe the morning service at the mission, and 
the scenes in the hospital. What does following 
him mean for us . here? Get as many answers as 
possible. Call back again the picture of Dick 
sitting in the sand listening to his father, and read 
aloud the second paragraph, page 206. Will the 
Man of Galilee seem to stand beside us also as 
we bow our heads in prayer and tell him we wish 
to follow him better than we ever have before? 
Call for silent prayer, followed by one or two 
sentence petitions, or one united petition: “Dear 
Jesus, help us to follow thee.” Have two pupils, 
previously prepared, sing the first three verses 
of Whittier’s hymn, “Dear Lord and Father of 
Mankind.” The hymn is rather old for this age 
group, but its associations with the lesson make 
it of value. 

Activity: Journal: Describe Lake Galilee and the 
town of Tiberias. Name the first four disciples. 
Enter on the map the places mentioned on the 
trip to Tiberias. 

Since helping others is one of the ways of fol¬ 
lowing Him, send the pupils out to discover oppor¬ 
tunities for helpfulness at home, at school, and 
at play. Let them make three lists in their note¬ 
books of the forms of helpfulness they have found. 

92 


TEACHER’S MANUAL 

Assign the Beatitudes as memory work for the 
next lesson. 


CHAPTER XXVI 

A MOUNTAIN WHERE JESUS TAUGHT 

In the preceding chapter we saw Jesus calling 
his disciples. In this one we see him training them 
and watching over them. Nothing will bring this 
lesson nearer than to have the party imagine them¬ 
selves a company of disciples with Jesus as the 
unseen teacher. Any shift of position in the school¬ 
room which will serve to bring them closer together 
as an informal group of learners will be a help to 
the imagination. An outdoor lesson would serve 
the purpose best. 

Aim: To make the teachings of Jesus in their 
simplicity and beauty seem real and personal to 
the pupil; to impress upon him the rare fellowship 
and watchcare of Jesus as a friend and to make 
Jesus seem near and accessible; thus to lead the 
pupil to seek the companionship of the great Friend 
as his daily strength. 

Points of emphasis: 

The description of the Horns of Hattin, the view 
of Galilee and the Plain of Gennesaret. 

Jesus teaching his followers by the Sermon on 
the Mount. 

The three most familiar sections of the Sermon: 
the Beatitudes, the Lord’s Prayer, and the Golden 
Rule. 


93 


A TRAVEL BOOK FOR JUNIORS 

Reasons why the preaching of Jesus attracted 
people. 

Jesus watching over his disciples through the 
storm on the lake. 

Procedure: Let some one first describe the place 
to which they have come for this hour together. 
Turning to Mark 3 they will find the names of 
twelve of their company. Now let them open to 
the Sermon on the Mount, Matthew 5-7, and 
examine it, seeing how many chapters it covers. 
Let the teacher read aloud the portions given in 
the textbook, seeing if he can get the same responses 
Dick gave. Have the class repeat together the 
Beatitudes. Discuss for a moment the value of 
the Golden Rule. Then take up the various points 
in Jesus’ way of preaching which drew the people 
to him. List them on the board. Bring out strongly 
the fact that Jesus always brought happiness and 
cheer and comfort to people and intended that 
his followers should do so also. 

Discuss Question 3. Does Jesus train his fol¬ 
lowers to-day? How do they learn his way of life? 
Dwell upon the fact of Jesus’ constant watchcare 
over his disciples. Refer back to his teaching 
regarding the birds and the flowers. What need 
for fear has the Christian who has placed his life 
in God’s hands! It is that knowledge of God’s 
leading and God’s care that inspired the old proph¬ 
ets, that led the early Christians to face death with 
songs of praise on their lips, that has sent modern 
missionaries to face savages and the jungle wilds. 
The marvelous peace and confidence of the true 
follower of Jesus is born of the abiding sense of 

94 


TEACHER’S MANUAL 


his constant loving care. Close the study by repeat- 
ing together the prayer which Jesus taught. 

Activity: Journal: Draw the picture of twin 
mountains with a lake in the distance. Brown and 
blue crayons may be used to good effect. Under it 
write “Where these men met Jesus,” and put down 
the names of the twelve disciples. Head another 
page “Some Things He Taught Them,” and write 
out the Beatitudes, the Lord’s Prayer, and the 
Golden Rule. 

Ask the pupils to read over the Golden Rule in 
their Bibles every morning for a week and to ask 
God’s help in practicing it during the day. Inter¬ 
esting results may be reported in class. 

The Geographer should be prepared to place on 
the blackboard for the next session a good out¬ 
line of Lake Galilee preparatory to marking the 
locations given. If so desired, the Dragoman may 
arrange for some light refreshments at the appro¬ 
priate place in the lesson. 

Suggest that pictures of fishing boats or sailboats 
be brought to class. 


CHAPTER XXVII 

WHERE A BOY’S LUNCH FED 
THOUSANDS 

Can you picture that northeast corner of the 
shore of Lake Galilee, inland a bit, and on a rise 
of ground, where Jesus probably faced the mul¬ 
titude,' and in complete self-forgetfulness worked 

95 


A TRAVEL BOOK FOR JUNIORS 


and talked with them until sundown? Then can 
you see the wondering small boy, perhaps timidly, 
and yet surely with gladness, surrendering his bit 
of a lunch to this gentle Man of wonderful power? 
Do you see his eyes widen as his contribution mul¬ 
tiplies under the Master’s touch? Can you sense 
the stirrings of boyish devotion and lifelong loyalty 
that swell his heart? Can you stir some of that 
wonder and devoted loyalty in the hearts of those 
to whom you teach this lesson? The appeal of the 
picture must be in the heart of the teacher before 
it can be conveyed to his pupil. 

References: The Ethics of Jesus, King; The 
Teachings of Jesus, Rail; The Jesus of History , 
Glover. 

Aim: To carry the party with Dick along the 
shore of Galilee until the scene changes to nineteen 
hundred years ago, and Jesus lives before them, 
teaching and healing and praying. And lo, a boy 
like themselves brings everything he has to Jesus, 
and as they watch it grow and feed the hungry 
they catch the truth that Jesus will take whatever 
a boy brings to him and distribute it to a needy 
world. 

Points of emphasis: 

The start of the excursion on Lake Galilee, pass¬ 
ing Magdala and the Plain of Gennesaret. 

Tell Hum, the ancient Capernaum, as it is to-day. 

A day spent by Jesus in Capernaum. 

The deserted aspect of the north end of the lake 
compared with its ancient prosperity and enterprise. 

96 


TEACHER’S MANUAL 


The probable site of the feeding of the five 
thousand. 

The significance of the story of the boy’s lunch. 

The storm on the lake. 

Procedure: The Geographer will have placed on 
the blackboard the map of Lake Galilee. The 
“party” starts upon its excursion, and as the points 
along the way are reached he indicates them upon 
the map (see map, page 60). A cross mark a little 
south of Bethsaida near the shore line may be 
used to indicate the place where Jesus fed the five 
thousand. A dotted line north around the lake 
to this spot and then back across to Tiberias will 
indicate the route taken by the “party.” Colored 
chalk will make it more graphic. 

Before starting, the Dragoman will describe the 
boat which the “party” is taking. Call quickly 
for the stories regarding Magdala and the Plain of 
Gennesaret. Dwell more at length upon Tell Hum. 
Important discoveries have been made there in 
recent years. Call to mind again the importance 
to the world of these excavations. The pupils may 
as well become familiar with the imposing phrase, 
“archaeological research,” and its significance. Now 
bring out the description of that rich day of Jesus’ 
ministry in Capernaum, suggesting that it was 
typical of most of his days. Does the class think 
that his “morning watch” on the hillside was also 
a usual practice with him? Could these early 
morning hours have been the secret of his power 
and exhaustless ministry? 

Call upon some one to read Matthew n. 21-24 
and to tell how the woes pronounced there have 

97 


A TRAVEL BOOK FOR JUNIORS 


been fulfilled. Follow closely the description of 
the northern shore line. If by chance this is an 
outdoor session, the party on “landing” may pre¬ 
tend to have a fire and eat a light lunch (provided 
by the Dragoman) while some one tells the story 
of the feeding of the five thousand. Look up the 
parallel accounts of the story in Matthew, Mark, 
and Luke. Discuss Question 5. If Jesus could 
make one small basket of lunch minister to so 
many people, what could he do with a life given 
to him for the service of others? 

Have the best reader in the class, pupil or teacher, 
read aloud the story of the storm on the lake. Why 
did it remind Dick of Jesus? Close the session 
by singing *‘Jesus, Saviour, Pilot Me,” and ask 
that it be memorized by the next session. 

Activity: Journal: Paste in or draw the picture 
of a sailboat as the heading for this entry. Copy 
from the board the map of Lake Galilee, tracing 
the route of the “party.” Tell the story of the 
feeding of the five thousand. 

CHAPTER XXVIII 

THE TRIUMPHAL PROCESSION 

In this chapter we see Jesus moving steadfastly 
toward his tragic end. The pupils should be made 
to see clearly the reason for the turning of the 
tide against him: his unwavering message of a 
spiritual rather than an earthly kingdom. The 
people did not understand him, but they compre¬ 
hended enough to know that their hopes of a Jewish 

98 


TEACHER’S MANUAL 


nation were not to be realized in Jesus. And yet 
in his last silent proclamation of his kingship, in 
presenting himself riding upon an ass, the prophetic 
symbol of royalty, hope once more revives in the 
multitude, and they accord him the enthusiastic 
welcome of an earthly king. What do you think 
were the thoughts of Jesus as he passed through 
the cheering crowds who were so soon to con¬ 
demn him? 

References: The Jesus of History , Glover; Stud¬ 
ies in the Inner Life of Jesus , Garvie. 

Aim: To picture Jesus facing unpopularity with 
courage, drawing his disciples closer to him; to 
trace his journey from Galilee as he turned his face 
steadfastly toward Jerusalem, joining with the 
crowds that followed him in the triumphal procession 
into the city; to show that his triumph was but 
temporary because the Kingdom he proclaimed 
was far greater than that which the Jews expected. 

Points of emphasis: 

Dick’s last day in Galilee. 

The waning enthusiasm of the Jews for Jesus, and 
its cause. 

The Transfiguration. 

Dick’s walk to Bethany. 

The story of the triumphal procession. 

Dick’s return to Jerusalem with the procession 
on Palm Sunday. 

Procedure: Recall the closing event in the last 
chapter and make the connection with the descrip¬ 
tion of Dick’s last three days in Galilee before the 
return to Jerusalem. Take up Question i and 

99 


A TRAVEL BOOK FOR JUNIORS 


bring out clearly the difference between the king¬ 
dom of God which Jesus proclaimed and the king¬ 
dom the Jews wished him to found. Show that in 
these last weeks of unpopularity Jesus drew his 
disciples very near to him; the time was so short 
in which to prepare them to spread his message. 
He wanted to make them strong enough to stand 
forth bravely when he was gone. And he also 
drew them close to the Father in heaven. In this 
connection let some one describe the experience 
on' the mountain, known as the Transfiguration, 
and point out Mount Hermon. Raise the question 
why Jesus chose the Passover for his final visit 
to Jerusalem. Call for the story of the first Pass- 
over. It is the most important of all Jewish festi¬ 
vals. Note the description of the Passover crowds 
Dick saw in Jerusalem. 

Let members of the class read in turn Mr. 
Williams’ description of the procession to Jeru¬ 
salem, reading from paragraph 3, page 226 to the 
bottom of page 227. Turn to the map of Jerusalem, 
page 67, and note the road from Bethany, marked 
“Road to Jericho,” north across the Mount of 

Olives, the probable route which Jesus followed. 

Let the teacher read on from the bottom of page 
227. Ask the class to turn to the view of Jeru¬ 
salem from the Mount of Olives, page 71. That 
is what Jesus saw that day when he wept. over 
Jerusalem, and that was the view he faced as he 
rounded the side of the mountain with the triumphal 
procession and walked bravely into the hands of 
his enemies in Jerusalem. 

Help the class to picture Dick and his father 

joining the company of Christians that each year 


100 


TEACHER’S MANUAL 

march from the Mount of Olives to Jerusalem in 
commemoration of that strange procession long 
ago. Pass out pictures of the “Entry into Jeru¬ 
salem” by Plockhorst (Brown 821). 

Activity: Journal: Paste in the picture. Answer 
Number 4 of the “Things to Find Out.” 

For the next lesson divide the class into two 
sections. Ask one half to be especially prepared 
on the description of the Passover of the Jews, 
and the other half to report as many beautiful and 
interesting sayings and acts of Jesus as they can 
find in the story of his Last Supper with the disci¬ 
ples (John 13-18; Mark 14. 12-22; Luke 22. 14-38; 
Matthew 26. 17-31). 

CHAPTER XXIX 
TWO SACRED MEMORIALS 

* 

These closing lessons of the course are all of 
more or less climactic value. The teacher who 
has come into close personal touch with his pupils, 
watching the progress of their thinking from lesson 
to lesson, will know best, without special sugges¬ 
tion, how to lead each one into a clearer conscious¬ 
ness of Jesus as his own unfailing friend, and to a 
deepening desire to follow him in love and service 
* to others. This lesson brings home in a special 
way the courage of Jesus during his last week, the 
tenderness of his farewell meeting with his disciples, 
the simple ceremony of the bread and wine, and 
his lonely prayer in the Garden of Gethsemane. 
Most of the facts may be drawn from the pupils 


101 


A TRAVEL BOOK FOR JUNIORS 


themselves, but they will be made to stand forth 
in living reality by the teacher as he supplements 
or reenforces the telling, weaving about them that 
atmosphere of sympathy, reverence, and love, in 
which they should be approached. 

References: See Chapter XXVIII. 

Aim: The purpose of the chapter may then be 
stated as follows: To give the pupil an under¬ 
standing of the meaning of the Passover feast of 
the Jews; to help him see Jesus in his last week 
fearlessly facing his enemies, tenderly giving his 
last instructions to his disciples, and reaching 
out alone for the strengthening presence of the 
heavenly Father; to lead him to look upon the 
sacrament of the Lord’s Supper as a perpetual 
reminder to all his followers of the life and service 
of a dear Friend, and to desire, like Dick, to join 
in this memorial service because of love for him. 

% 

Points of emphasis: 

The order of events in Holy Week. 

The fearlessness of Jesus in his last days. 

The Passover Supper in a Jewish family. 

Jesus’ last Passover Supper with his disciples. 

Dick’s participation in the sacrament of the Lord’s 
Supper. 

The moonlight visit to the Mount of Olives. 

Procedure: Open the session with a considera¬ 
tion of where and how Jesus spent each of the days 
of the last week of his life. Read in turn some of 
the daring things he said and did. Then call for 
reports from the half of the class responsible for 
describing the Jewish Passover. Help to make 


102 


TEACHER’S MANUAL 


the description as vivid as possible. Then turn 
to the other half of the class and draw from them 
those things which have seemed to them most 
interesting and lovely as they read about Jesus’ 
last meeting with his disciples. Bring in Judas’ 
retreat from the company, and Peter’s assertion of 
loyalty. Dwell upon the wonderful lesson in humil¬ 
ity, the command to love one another, the charge 
to bear fruit, and the “greater love hath no man 
—,” in the Gospel of John. Jesus was about to 
express this greatest love. Read aloud with rev¬ 
erence the words of Jesus’ last solemn covenant 
with his disciples. 

Let the teacher now tell the story of Dick’s 
partaking of the Lord’s Supper, using as nearly 
as possible the simple language of the text. Let 
the story itself make its impression without further 
moralizing, though it may well be followed by 
mention of the usual time for the administration 
of this sacrament in the church or churches to 
which members of the class or their parents belong; 
and possibly information concerning the form of 
service used may be given for the purpose of making 
the pupil more at ease in partaking if he desires 
to do so. Speak of it as being just what Dick felt 
it to be—a pledge of loyalty to the Friend, Jesus, 
taken in remembrance of his life of love and serv¬ 
ice, and a promise to follow him more worthily. 
Pass out Leonardo’s “Last Supper” (Brown 169). 

Ask the class to imagine themselves going from 
the meeting out into the city streets, dark except 
for the light of the Paschal moon, and across the 
valley to the Mount of Olives. Picture the moon¬ 
light and the silent Garden of Gethsemane below. 

103 


A TRAVEL BOOK FOR JUNIORS 

Let some one read or tell of Jesus’ prayer alone 
among the olive trees (Luke 22. 39-46). Have the 
class sing together softly the song that was sung 
by the group from the church, and close with brief 
petitions that they may be worthy followers of 
Jesus. 

Activity: Journal: Answer Questions 3 and 4. 
Write down and memorize John 13. 34, 35. Paste 
in the picture. 

Send the pupils out to seek ways of expressing 
“love one to another,” that it may be truly evident 
that they are followers of Jesus. 

CHAPTER XXX 

THE WAY OF THE CROSS 

There is sometimes danger that the story of 
the cross will be told so frequently and in such a 
manner as to become a commonplace to the child. 
There is also a danger, especially for the sensitive, 
imaginative child, that it will be overdone with 
too detailed a description of the physical sufferings. 
To find the happy medium between these two is 
the province of the skillful, understanding teacher. 
The story cannot be told as a commonplace. In 
a spirit of love and reverence for Jesus, which is 
the necessary background for an appreciation of 
his sacrifice and should by this time have become 
the spirit of the class, lead the listeners step by 
step with him through his betrayal, his trial, and 
his sufferings, not with an emphasis upon the agonies 
of the body—though they must be shown to be 

104 


TEACHER’S MANUAL 


real—but with a deep wonder at his steadfast 
courage, his unshakable faith, his self-forgetting 
love and forgiveness, his unswerving conviction 
that the giving of his life would open the eyes and 
hearts of the world to the love of God the Father. 
If there is within the teacher a genuine heart¬ 
stirring in contemplation of this supreme offering, 
a personal appreciation of its efficacy in his own 
life, it will surely communicate itself in some measure 
to his pupils. One is constrained to repeat here 
Lyman Abbott’s advice to mothers: “Never attempt 
to give to your child the life you do not possess, 
however earnestly you may think he ought to 
have it; never hesitate to give to your child the 
life you do possess, however profoundly you may 
be ashamed that it is so little.” 

References: The Jesus of History , Glover; The 
Life of Jesus , Rail; Studies in the Inner Life of 
Christ , Gar vie. 

Aim: To bring to the pupils’ comprehension 
that Dick’s Friend, whom they too have learned 
to love, voluntarily suffered betrayal, scourgings, 
and death on the cross through love for us all; that 
he knew the cross was waiting for him, and such 
a death did not mean failure, but lay in the path of 
his triumph in proclaiming his message of God’s 
eternal love and our eternal life. 

Points of emphasis: 

The procession of the cross along Via Dolorosa. 

The capture and trial of Jesus. 

Peter’s denial. 

The crucifixion. 

The despair of Jesus’ friends. 

io 5 


A TRAVEL BOOK FOR JUNIORS 


Procedure: This is a brief chapter in the text 
and may well be read aloud at the beginning. 
Turn to the map of Jerusalem, page 67, and trace 
the Via Dolorosa from the Tower of Antonia to 
the church of the Holy Sepulcher. Then close the 
books and with open Bibles follow the narrative 
in Luke 22. 47-23. 56; John 19. 25-27. Ask the pupils 
to listen to the Bible story as if they had never 
heard it before. The teacher should be prepared 
to tell the entire story, drawing various details 
from the pupils and eliciting comment along the 
way. First describe the scene in the Garden when 
Jesus was betrayed. How did he meet his enemies? 
How does one account for his perfect calm? What 
happened to the disciples? Describe Peter’s denial. 
The trial of Jesus was a mere pretense. False 
charges were preferred against him and he was 
hurried from one place to another in the effort 
to get judgment against him. Finally, Pilate’s 
desire to keep in the good graces of the people and 
to avoid riots during the Passover led him to give 
Jesus over to the desires of the mob, though out¬ 
raging his own weak sense of justice. Follow the 
progress of the so-called trial, emphasizing the 
quiet self-control and fearlessness of Jesus. He 
was noble enough to understand and pity his per¬ 
secutors even when he was their victim. More¬ 
over, he was laying down his life of his own accord. 
He could have evaded this crisis and stayed away 
from Jerusalem, or he had the choice of surrender¬ 
ing to their desires to set up an earthly kingdom. 
But he had seen in the “Way of the Cross” the 
will of God in founding his kingdom and he had 
chosen to go in that way. 

106 


TEACHER’S MANUAL 


Tell the story of the crucifixion, making clear 
the human suffering of Jesus, but laying greatest 
stress upon his attitude, his forgiveness of his 
enemies, his thought for his mother, the quiet 
surrender of his spirit into the Father’s hands. 
Could anything have convinced men more fully 
of the power and vital purpose of his life or the 
truth of his message than this supreme nobility 
in a terrible death? What of the thief by his side 
and the hardened centurion? There was one man, 
Barabbas, the one who was released in his stead, 
for whom Jesus’ death meant very definitely a 
new chance to live. Can you picture him on the 
edge of the crowd gazing in awe upon Jesus, hear¬ 
ing his tender words, watching his life ebb away, 
and realizing that this wonderful man was dying 
in his place, bearing, as it were, the punishment 
for his sins? But not only for him but for each 
one, Jesus endured the terrible suffering and humil¬ 
iation of the cross to show God’s love and forgive¬ 
ness and to draw us near to him. 

The betrayal of Jesus was about midnight of 
Thursday, the trial took place in the early morning 
hours of Friday, and the crucifixion occurred about 
nine in the morning, lasting through the burning 
heat of the day. Jesus was tenderly laid in the 
tomb of Joseph of Arimathsea by sundown that 
night. Imagine the depression of the disciples. 
They did not yet understand the nature of God’s 
kingdom. To them the awful death of Jesus was 
the defeat of all hope, and that night and the fol¬ 
lowing day were full of deep despair. Pass out the 
picture “Ecce Homo,” by Ciseri (Brown 90). 
Close by singing together “There is a Green Hill 


A TRAVEL BOOK FOR JUNIORS 


Far Away,” and ask the pupils to memorize it, and 
also the verse John 15. 13. 

Activity: Journal: Paste in the picture. Copy 
down the words of the hymn just sung, and the 
memory verse. Answer Questions 1 and 4. 

Call attention to the Passion-Week services held 
in most churches, and suggest that the pupils 
avail themselves of the privilege of attending them. 

CHAPTER XXXI 

EASTER IN JERUSALEM 

Jesus died, and yet he lives again. Our “party” 
in their travels view the scenes of his death and 
resurrection. The historic facts of his life and 
death are impressed upon them. The accounts 
of his reappearances are given. But beyond mere 
knowledge of fact there may come into the life of 
each pupil an inner experience of the truth of the 
resurrection. It is conditioned on no abstruse 
doctrine, or intricate creed, but on simple love 
and seeking for the living Christ. Here again the 
sincerity of the teacher is paramount. The con¬ 
viction in his own heart, born of a vital relation¬ 
ship with the divine Person, will carry more weight 
than anything a textbook can set forth. 

References: See preceding chapter. 

Aim: To give a vivid portrayal of the scenes of 
Jesus’ death and burial and resurrection; to bring 
to each child mind a conviction, never to be lost, 

108 


TEACHER’S MANUAL 


that the Jesus who died upon the cross is a living 
Jesus, one who still walks and talks with his fol¬ 
lowers, though unseen; to strengthen the desire to 
be a worthy member of the great company of those 
who seek to follow his commands and spread his 
kingdom on the earth. 

Points of emphasis: 

The strange service in the Church of the Holy 
Sepulcher. 

The real significance of the service. 

The early morning visit to the “New Calvary.’’ 

The open tomb in the hillside. 

The story of the resurrection morning. 

The great fact of Jesus’ living presence. 

Procedure : In advance of the lesson an out¬ 
line copy of the map, page 67, should be placed 
upon the blackboard with sufficient detail to show 
the Via Dolorosa, the Church of the Holy Sepulcher, 
the Damascus Gate, and the New Calvary. Open 
the session by having the Geographer, or some 
one acting as guide, indicate again the church 
which the “party” is visiting with Dick during 
the service on Easter Eve. Have some one describe 
the interior of the church and the service of the 
Holy Fire, or read the description from the book. 
Discuss Question 2 and ask the deeper meaning of 
the service. Has the sacred flame from the life 
of Jesus spread very fast and far? 

The pupils may now imagine themselves going 
in the early morning to the “New Calvary.” Let 
some one act as guide, showing on the board the 
location of the hill and describing the scene of the 

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A TRAVEL BOOK FOR JUNIORS 


crucifixion. The “party” may wish to join with 
those who sang “There Is a Green Hill Far Away” 
(memory assignment for this lesson). Now a third 
member may conduct the group to the open tomb, 
telling of General Gordon’s discovery, describing 
the interior and the place for the rolling stone at 
the entrance. 

At this point let the teacher take up the lesson, 
going over the story of the resurrection. By vivid 
description, by question and answer, by reference 
to the Bible narrative, help the pupils to feel the 
gloom of the disciples on Friday evening, their prob¬ 
able fear and hiding during Saturday, the stealthy 
visit of the women in the grey dawn of Sunday 
(John 20), the shock of their surprise, the vision of 
the angels, the tenderness of Jesus’ revelation of 
himself to the weeping Mary, the burning hearts of 
the two on their way to Emmaus (Luke 24. 13-35), 
and such other appearances as there may be time to 
describe, until the hearts of the pupils are stirred 
with the conviction that Jesus is living still, a 
precious Friend and Guide to his followers. Dwell 
on the effect of this revelation upon the disciples, 
their transformation from a group of discouraged, 
despairing men to an indomitable missionary band 
which swept the known world with their message. 
They had started back to their homes, some to 
Galilee, two of them to Emmaus, but as Jesus 
began to appear to this one and that, they drew 
together again at Jerusalem. He came to them 
and charged them to tell the nations about him 
(Matthew 28. 19, Mark 16. 15, Luke 24. 46-49). 
And then one day, when they had been convinced 
beyond all doubt of his living presence, he dis- 


110 


TEACHER’S MANUAL 


appeared from their sight. Help the pupils to 
see that marvelous as it seems to us, so glorious a 
life as Jesus lived could have no other climax than 
this resurrection. The spiritual power and mission 
of his life transcended all physical bonds. He 
has shown us too that life on earth is but a frag¬ 
ment of our living, that our life too is eternal, and 
we must make a life that is worthy to live on. But 
the future itself we may safely trust to the Father’s 
hands, turning our thought upon our life here, 
trying to make each day better than the last, and 
seeking the friendship of Jesus as our constant 
help. 

Ask the class to repeat together John 3. 16 and 
then to bow in silent prayer. While heads are 
bowed the teacher may quietly make suggestions 
as to the pupils’ petitions: to come to know Jesus 
better as a Friend, to learn to follow his commands 
to love and help others, to be a worthy witness 
for him in the duties and pleasures of each day. 
Sing together softly one or two verses of “I Love 
to Tell the Story.” 

Activity: Journal: Draw the picture of an Easter 
lily, discussing briefly the significance of the lily 
at Eastertide; its purity, its association with Jesus’ 
teaching of God’s loving care, its symbolism of 
all the new life at springtime, and the new life 
which Jesus’ resurrection proclaimed. Answer 
Questions 4 and 5. Copy in and learn John 3. 16. 

For the next session ask one half of the class 
to bring in pictures and facts about the city of 
Rome, and the other half to find out what they 
can about Paul. Ask all to be prepared to tell 


hi 


A TRAVEL BOOK FOR JUNIORS 


what they consider the greatest value which came 
to Dick from his travels. Ask them also to have 
the names of the books of the New Testament 
completely memorized. 


CHAPTER XXXII 

THE END OF THE TRIP 

This final lesson of the series will need a care¬ 
ful time schedule. To touch upon the trip from 
Palestine to Italy, the wonders of Rome, and the 
life of Paul, and still have time for a summary 
of Dick’s travels which shall clinch certain values 
in the course, will require wise preparation in ad¬ 
vance, and skillful handling. But it can be done, 
and the pupil may finally close his textbook and 
go forth from the class with an indelible impression 
of Jesus as a Friend who not only walked with 
his disciples in Palestine but who stands beside 
each boy and girl to-day, helping to make a life 
that shall be useful and happy and shall witness 
of him wherever it is lived. 

References: Stalker’s Life of Saint Paul; Chap¬ 
ter IX in Gibbon’s History of Rome (Student 
Series); Quo Vadis? Sienkiewicz. 

Aim: To familiarize the pupil with some final 
facts regarding the land of Dick’s long sojourn, 
and regarding Rome, the city toward which Dick 
and his father sailed as did the apostle Paul so 
many centuries ago; to portray the power of Jesus 


112 


TEACHER’S MANUAL 


working through the life of the first great mission¬ 
ary, Paul; to picture the happy reunion of a Chris¬ 
tian family, and the discovery that Dick’s life too 
has been touched by the companionship of the 
greatest Friend; to deepen the desire to become 
living witnesses of the love and friendship of Jesus. 

Points of emphasis: 

Final scenes in Palestine. 

Following the journey of Paul to Rome. 

Some facts in the life of Paul. 

Sights in Rome. 

The family reunion. 

What Dick had learned in the Holy Land. 

Procedure: Use a map of the countries on the 
Mediterranean. Touch briefly on the final scenes 
in Palestine. Let the half of the class responsible 
for the facts from the life of Paul, trace the jour¬ 
ney to Rome, showing both Haifa, from which 
Dick sailed, and Caesarea, Paul’s port of departure. 
Spend not more than ten minutes receiving reports 
regarding the life of Paul. See how quickly the 
class can locate the following epistles written by 
him: First and Second Thessalonians, Romans, 
Titus, First and Second Corinthians, First and 
Second Timothy, Galatians, Colossians, Ephesians, 
Philippians, Philemon. Then list them on the 
board in their proper order. Add the other books 
of the New Testament and repeat together. Turn 
now to the facts about Rome, and spend not more 
than ten minutes hearing from the other half of 
the class. Emphasize the persecution of the early 
Christians, and then list quickly on the board, 

ii3 


A TRAVEL BOOK FOR JUNIORS 


as the pupils name them, some of the results of 
the spread of Christianity. Raise the question of 
how each one can be a Christian missionary to¬ 
day. Help the pupils to see that each Christian 
receives the charge of Christ to spread the Kingdom, 
that the work cannot be delegated to special workers 
alone. Consider a few practical ways in which 
boys and girls may help spread the spirit of brother¬ 
hood and helpfulness, and prepare themselves for 
larger leadership in the future. 

Finally, have a good reader open the textbook 
and read aloud the description of the meeting at 
the train, page 257. The teacher may follow with 
the three closing paragraphs. Center the closing 
discussion on what Dick had learned from his 
travels (or what the “party” itself has learned): 
physical geography, customs of people, strange 
religions, stories of Bible heroes, etc.; but what 
was the greatest of all? Why is the knowledge of 
Jesus and friendship with him the greatest thing 
in the world? Briefly, what are some of the ways 
of living which Dick found in Jesus’ life? Some 
of the answers may name cheerfulness, sympathy, 
courage, friendliness to everyone regardless of race 
or position, trust in God, the practice of prayer, 
and so on. Does friendship with Jesus give strength 
to live as he did? Discuss how living his way will 
help the world to know him. Make it clear that 
we can reach him at any moment by simply remem¬ 
bering he is at our side and talking to him. Talk 
to him now, first with a few moments of silent 
prayer, and then with sentence petitions from the 
pupils. Sing in closing either “I Love to Tell the 
Story,” or “Stand Up, Stand Up for Jesus.” 

114 


TEACHER’S MANUAL 


Activity: Journal: Paste in pictures of Rome. 
Copy the list of Paul’s epistles. Answer Ques¬ 
tions 3 and 5. Write by itself in the middle of the 
last page the favorite Bible verse or stanza of a 
hymn most enjoyed during the course. 


“And this is life eternal , that they should know 
thee, the only true God , and him whom thou didst 
send, even Jesus Christ .” 















































































































































































































































































